Abstract
This study sought to investigate the use of hedging in school paper articles written by elementary pupils. It compared the form and functions of hedging in articles from public and private schools and formulated an action program to promote the correct usage of hedging devices. The methodology involved a descriptive-quantitative approach through the content analysis of 24 school paper articles. The results showed that writers from both school types employ hedging forms to cautiously present facts, demonstrate confidence in their propositions, and establish solidarity with readers. Furthermore, the study suggests that writers in public and private schools utilize hedging functions to fulfill the distinct purposes of journalistic genres, preferring factual presentation over subjective viewpoints. Despite differences in specific hedging devices, no significant variation was found between public and private schools regarding forms and functions across the editorial, feature, news, and sports articles. The analysis reveals a commonality in using hedging devices across public and private schools, indicating a shared approach to journalistic writing among student writers. It was recommended that Namsaraev’s (1997), Vass’ (2004), Cabanes’ (2007), and Martin-Martin’s (2008) models on hedging devices, hedging strategies, and functions of hedges be used to provide a comprehensive understanding of hedging as a multi-faceted phenomenon in the journalistic genre. Institutions are encouraged to integrate the concept of hedges into their communication arts curriculum, employing innovative teaching methods to develop students’ proficiency in using hedges effectively. Moreover, future research endeavors could focus on replicating this study, particularly investigating the impact of hedges on truth attribution within articles.
