Verskansing: Die voorkoms en gebruik van beperkings- en weerhoudingsmerkers in studente se argumentatiewe tekste

Abstract

The literature is characterised by various studies regarding the use of hedging in academic texts, but there is a gap with respect to its use specifically in Afrikaans-speaking first-year students' written texts. This article sheds light on the type of hedges used by these students; the frequency in use of hedges over all three parts of the texts, namely the introduction, the body (content part) and the conclusion; whether the hedges are used correctly and appropriately; and whether there is a significant difference in the use of hedges between students who received below-average, average and above-average marks for their written arguments. The results of this investigation show that Afrikaans-speaking first-year students at the start of their university careers are not necessarily experienced in the use of hedging. Restriction and restraint markers rarely figured in the arguments. Therefore, it is recommended that Afrikaans-speaking first-year students at university should be acculturated in Academic literacy modules in the importance and use of hedging in their written arguments.