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This article analyses letters to the editor written on or about Muslims printed in a British broadsheet newspaper. The pragma-dialectical theory of argumentation is applied as a model for explaining and understanding the arguments employed in the sampled letters. Our presentation of pragma-dialectical theory focuses on argumentative reasonableness. More specifically, we introduce the four dialectical stages through which any argument must pass and explain the ten rules of critical discussion that participants must follow throughout if they are to resolve the argument. The article focuses in particular on the letter writers' use of argument schemes—that is, the manner in which these writers use arguments to support their standpoints. We conclude by highlighting the role that unreasonable arguments can play in perpetuating racialized inequalities and hence the importance of analyzing argumentation.

In contrast to the numerous corpus-based studies of pronouns in academic writing, this paper uses qualitative interviews in an attempt to account for academic writers' motivations for using the pronouns ‘I’ and ‘we’ and to describe the textual effects that each case of ‘I’ and ‘we’ helps to create. Five political scientists took part in the research, commenting upon their pronoun use in one of their own journal articles and also in the other informants' texts. Seven textual effects that ‘I’ and ‘we’ help to construct are identified and described. ‘I’ and ‘we’ are said to help (i) make the readership feel included and involved in the writers' argument; (ii) make the text more accessible; (iii) convey a tentative tone and hedge writers' claims; (iv) explicate the writers' logic or method regarding their arguments or procedures; (v) signal writers' intentions and arguments; (vi) indicate the contribution and newsworthiness of the research; and (vii) allow the writer to inject a personal tenor into the text. The insights and implications of the study are discussed and the paper closes by proposing that similar interview-based studies could be used for pedagogical purposes in English for academic purposes (EAP) contexts.

This article investigates metaphors of identity in dating ads and in two types of newspaper writing, ‘hard’ and ‘soft’ news articles. It focuses on issues of textualization and processing, and particularly on the role of cotext in decoding metaphors. Taking a pragmatic approach founded in the cooperative principle, it argues that the maxims of quality and relation play related but separable roles in the interpretation of identity metaphors; and that this process is guided and constrained by cotextual selections in the environment of the metaphorical term. The particular kinds of cotextual guidance provided by the writer are seen to vary according to genre-driven issues. These include the purpose and stylistic conventions of the genre in which the metaphor occurs and the circumstances under which the text is composed and read. Differing functional motivations are suggested for the use of identity metaphors in each of the genres considered.

Contemporary democratic politics involves, not just constitutions, elections, and representative bodies, but complex processes of more direct consultation with the public. The value of these processes depends on their openness to voices, topics, and styles of expression that might be excluded from other forums. In this paper I analyze focus group discussions, one of the genres used for public consultation, and the ways that discussions are framed by facilitators. The facilitators' turns are seldom in the form of free-standing questions or statements requiring a response from the participants. Instead, the kinds of interventions they make—probes, prompts, formulations, and metacomments—can be understood in terms of what Sacks (1992) called second-speaker tying rules; that is, they construct coherence by presenting the facilitators' turns as following from what has already been said by a participant. These turns signal that participants are entitled to speak and the facilitator is listening; they also signal the kind of additional response that is wanted. These additional responses call for wider range, greater specificity and personal context, or further reflection on the wording or form of the statement. I argue that a forum does not extend consultation with the public just by removing institutional constraints to allow opinions to be spoken; it should also enable talk that would not otherwise have had an occasion to happen.

Hutchby (1995: 221) calls advice giving ‘an activity which assumes or establishes an asymmetry between the participants’. The problematic nature of such asymmetry has been convincingly demonstrated by conversation analysts, especially in contexts where advice is uninvited (e.g., Jeerson and Lee 1992). This study turns to a context where advice is expected, but due to competence concerns, asymmetry remains problematic. On the basis of a detailed analysis of 10 graduate peer tutoring sessions, I show how two complex advice acceptance methods can be used by the advice recipient to reconfigure the asymmetrical role relations into less asymmetrical ones: (i) accept with claims of comparable thinking and (ii) accept with accounts . The extended shape of these methods suggests that advice responses, like compliment responses (Pomerantz 1978), may be subject to two competing preferences: Preference for Acceptance and Preference for Autonomy. Finally, consultants may benefit from understanding the complexities involved in advice reception. Recognizing that something else is being accomplished during ‘problem-free’ moments such as acceptance may lead to a more symmetrical relationship, and ultimately, a more satisfying and productive event for both participants.