Text Redundancy in Academic Writing: A Scoping Review
Abstract
Background: Academic writing aims to communicate and disseminate new knowledge and discoveries effectively, necessitating a balance of brevity and thoroughness in the expression of scientific ideas. However, the quality of academic writing is often compromised by various factors that reduce clarity and readability. Among these — a well-known issue in general writing that remains insufficiently addressed in the academic context. Although studies have examined redundancy in written texts broadly, there is limited focus on its specific implications in academic writing. Currently, there is no shared understanding, of the problem in academic writing, nor a common classification, or comprehensive analysis of the causes and effects of redundancy in academic texts.
Purpose: This article seeks to map the existing literature on text redundancy, examining its definitions and types. It further investigates factors contributing to redundancy in academic writing and assesses the impact of text redundancy on the clarity, coherence, and overall quality of academic communication.
Materials and Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines and the “PCC” mnemonic (Population, Context, Concept) were applied to establish inclusion and exclusion criteria. A literature search was conducted in June 2024, employing a detailed search strategy across two electronic databases, Scopus and Google Scholar, initially yielding 252 studies.
Results: A total of 65 English-language studies on text redundancy were included in the review. The synthesis of these studies revealed diverse perspectives on redundancy: some view it as a detractor from text quality and comprehension, while others regard it as a strategy improve clarity and explicitness. Various classifications of redundancy emerged, including distinctions by mode of expression, nature, and role or impact. The review examined both the functions and implications of redundancy in academic written communication.
Conclusion: This review underscores the dual role of text redundancy in academic writing. Redundancy can enhance comprehension by reinforcing key points but may also hinder communication through excessive repetition. The study classifies redundancy into three main categories: functional (beneficial), wordiness (excessive), and contextual redundancy. This framework offers writers guidance on managing redundancy effectively. The article highlights the importance of balancing necessary repetition with conciseness to maintain clarity and reader engagement, noting that excessive redundancy may lead to reader fatigue.
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