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Audience

In writing, our audience is the person or group of people who will read or might read our writing. This is one of the key components of strong writing: if I write about a topic or in a style that my audience won't find engaging, they will stop reading and move on to something else! I wouldn't mail my diary to the president or to a reporter. If I wanted to argue about politics with a friend or family member, I would write or speak more casually than if I addressed a government official. In classroom settings, though, audience can be an especially difficult concept to understand. Sometimes we will address real audiences: our instructors will sometimes ask us to write for readers outside of our class (perhaps through letters to government officials or blog posts). But often classroom settings demand that we simply imagine an audience and write consistently to that group.

Here's one way this could affect my writing in first-year composition: I might be writing a paper for an audience of people at USF, including professors, students, and staff. People in this audience are often interested in hearing things they've never heard before about topics that seem to have deep importance. That means that if I write about an often-repeated topic (abortion, gun control, gay marriage, etc.), my audience is unlikely to be interested in my essay unless I put a special effort into making unique or surprising points (perhaps with a unique story). They also are more likely to want to hear my personal stories if I make the deeper significance of the story apparent; in other words, details about my morning routine will be out of place if I'm writing for this audience, but details about my morning routine will interest this audience if I point out how much even the little things in my life are affected by my social class or gender.

It's also possible to begin writing an essay as if I were writing to one imaginary audience and then shift unnaturally to another imaginary audience without even realizing it! This happens when we begin an essay assuming the reader has read the sources I cite but then start summarizing the content later in the essay as if they haven't read the sources. I also might start an essay as if I were persuading drivers to ride bikes more often but then write a page about how cheap bikes are, a fact that probably wouldn't actually convince any drivers to start riding.

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