Purpose
Regardless of their knowledge of a subject, readers of a text may fall into
either or both of two classes depending on their purposes in reading the text.
They may be a delver so that they delve for specific information, or a porer so
they pore over the text and read it intently. They can also be something in the
middle – a blend of both. These categories of reader and their different needs
have already been discussed.
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Addressing the Class
It is said of Oscar Wilde that, on the opening night of one of his plays, a
friend asked him how the play had gone. Wilde is supposed to have replied:
“The play was a success, the audience was a failure”.
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Introduction
Identifying the class of readers, and their knowledge and purpose, is a prelude
to a major task in writing. Having done this you can write a text that is
appropriate for both classes of readers, porers and delvers. You can make
sure that your text is addressed to the level of understanding of those who will
pore over the text. You can make sure that your text caters for the needs of
delvers so that the text contains the type of information that they would expect
to find in it and that it has devices to enable them to access this information.
As with any communication, the underlying rule is to keep in mind all the time
the people who are listening to you or are reading you.
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Porers
Porers read the whole text or large chunks of it. There is a general rule about
the knowledge of readers in this category: write your text to accommodate
both their knowledge and understanding. These determine the point at which
explanation should start and the level at which writing is pitched.
First, there is the starting point. Commence with concepts, facts and ideas that
your readers will know and understand. Identify these at the start. State or
summarise them to refresh the reader’s memory. This makes it clear to the
reader on what you are basing the text. Then launch into your argument or
description, building in a logical way from the base that you have identified
and which readers understand.
Second, pitch your writing to the appropriate level. As the argument unfolds,
be ever conscious of the need to write it in a way which your class of readers
can understand. This maxim applies generally to your text, and also
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Chapter 1 Introduction
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Mackay Why Don't People Listen p 22
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Duckworth (2003) in Sheard (2003), p 101, Gee (1993) p127 et ff
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