Involving the reader in the construction of the argument

Another discourse function of we in the present data is „involving the reader in the construction of the argument‟. The writer needs to construct a convincing argument in the text and, therefore, explicitly involves the reader in the text through we, providing a context in which the reader can collaborate in forming the writer‟s intended argument. This is a rhetorical strategy deployed by the writer to persuade the reader. As Hyland (2001a: 560) points out, binding writer and reader through we “draws on a strategy that stresses the involvement of the writer and the reader in a shared journey of exploration although it is always clear who is leading the expedition”. In other words, the main reason that the writer involves the reader in the construction of the argument is tobe able to persuade them more easily.

We serving function (4) has a restricted reference of „writer+reader‟ and is mostly characterised by Mental Process verbs such as „conclude‟, „accept‟, „assume‟, „consider‟, „argue‟, etc. In the Iranian corpus there are a few (only 3) occurrences of „we (can) conclude‟ at the concluding sections of the texts, employed by students to involve the reader in drawing their own intended conclusions:

(4.35)

a. In last we conclude That The TV is a good & great Media because with it we can Alert From any News & subject in any place of the world and it

No destroys Family life. IR/A/4/43 b. In conclusion, we can conclude that although television-watching is

good and uses as a kind of entertainment medium but it has its own disadvantages and dangers, like being far away from your community and family. IR/A/6/19 c. So, we can conclude that the retired people can not work as well as the others. But the government can use them as a part-time workers in easier jobs and even there should a special place which is allocated with these retires people who don‟t feel depression at home and can work like the other people. IR/G/6/11

In these extracts, the writers use we to involve the reader in the text and make him/her collaborate with them in the structuring of the argument (which in these instances is the writers‟ intended conclusions).

It seems that using „let‟s/let us‟ to involve the reader in setting up the argument is another way for writers to convince the reader of a particular claim, interpretation, explanation, etc. Both British and Iranian students use „let‟s/let us+ a mental Processes verb‟ to involve the reader in the construction of the argument. As noted earlier, writers can create an interaction with the reader through commands. The use of interactant pronouns

alongside commands can add to the interactive effect of the text. „Let‟s/Let us‟ can construct an obligation on the reader to perform a certain action. When they are followed by Mental Process verbs, as in the following examples, they put pressure on the reader to perform a mental action (for more details see Chapter 6). In fact, the writers appear to intend to set up an argument but to make their arguments more convincing, they need to interact with the reader and make them feel involved. They do so through we (i.e. let’s/let

us). Potentially, the writer can be more persuasive once the reader is collaborating with him/her in constructing the argument:

(4.36)

a. Let us consider how a professional boxer would feel. He is clearly aware of the dangers and brutalism of the sport, which is possibly why he enjoys it so much. I have yet to hear any boxer regret his choice of career. The excitement of being in the ring, the joy at knocking an opponent onto the canvass, and all the money that is there to be made are overwhelming factors which keep boxers fighting. Boxing - B04 b. Lets assume that you have a part time job. You work whole the da. In this case you don't have any information about outside world. when you finish your work and come back to your house, just is enough to turn on the television, and find a NEWS channel ,in order to get NEWS from outside world. so it's a good way to be beside of your family and also getting news. IR/A/6/2

In (4.36a), the writer wants to argue why boxers keep fighting. Through „let‟s consider‟, s/he invites the reader to join him/her in considering how a professional boxer would feel, trying to involve the reader in depicting a mental image. S/he then goes on to explain why boxing is exciting and what keeps boxers fighting. The reader‟s involvement and their simulated collaboration in constructing the writer‟s intended argument may take place, at least partially, through the command (i.e. let us) whose interactive effect is reinforced with the interactant pronoun we (i.e. us). In (4.36b), the writer intends to argue for watching TV. In order to make his/her argument more convincing, the writer sets up a hypothetical situation and asks the reader to join him/her in assuming that situation. Once s/he steers the reader through the imaginary situation, the writer then spells out his/her final conclusion that „it's a good way to be beside of your family and also getting news‟ through TV.