In her analysis, Veronika Kalmus, a professor at the University of Tartu, addresses the alarming trend of habitual reliance on empty, parasitic words within academic writing. She observes that many of these terms have become so normalized that both writers and readers often fail to recognize their detrimental effects on clarity and communication. Kalmus emphasizes the prevalence of these phrases in student reports, despite her repeated advice to avoid them, indicating a surprising resilience to change in writing practices.

Kalmus notes that this linguistic phenomenon isn't limited to academia; young students encounter such language in their early schooling, particularly in subjects like mathematics, which can shape their perception and use of language negatively. The insidious nature of these 'horrible words,' as she describes them, lies in their frequency of use, making them almost endearing to users despite their lack of substance.

The implications of Kalmus's findings raise concerns about effective communication in educational contexts. As students and academics alike become accustomed to this stylistic approach, the risk of diluting the language and its potential for precise expression grows. Ultimately, Kalmus's critique calls for a renewed awareness and a collective effort to reclaim clarity in language, challenging educators and writers to reflect on their word choices and their influence on thought and understanding.