Bringing in the Reader

Written Communication Oct 2001

KEN HYLAND

Abstract

Much of the literature concerning participant relationships in academic writing has discussed features that project the stance, identity, or credibility of the writer, rather than examining how writers engage with readers. In contrast, this article focuses on strategies that presuppose the active role of addressees, examining six key ways that writers seek explicitly to establish the presence of their readers in the discourse. Based on an analysis of 240 published research articles from eight disciplines and insider informant interviews, the author examines the dialogic nature of persuasion in research writing through the ways writers (a) address readers directly using inclusive or second person pronouns and interjections and (b) position them with questions, directives, and references to shared knowledge. The analysis underlines the importance of audience engagement in academic argument and provides insights into how the discoursal preferences of disciplinary communities rhetorically construct readers.

Journal: Written Communication
Published: 2001-10-01
DOI: 10.1177/0741088301018004005
Open Access: Closed
Topics: scientific writing

Citation Context

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Cites in this index (2)

MacDonald (1996)

Professional Academic Writing in the Humanities and Social Sciences

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FABER (1996)

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Also cites 13 works outside this index ↓

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CrossRef global citation count: 221 View in citation network →