Defines the concept of "audience" as a theoretical concept for writing instructors and readers. Discusses its relationship to the teaching of English. (HB)

Asserts that persuasive communication is an essential skill. Describes a class in which students learn to develop and deliver persuasive speeches. Note that they learn to focus their topics, understand different points of view, support beliefs with evidence, and deliver their speech in a persuasive way. (PRA)

Discusses how earlier in his career the author did nothing to make nonfiction an integral part of his curriculum, nothing to help students critically read it or, more important, use it to inform the nonfiction he was asking them to write. Discusses a series of writing assignments using nonfiction. (SG)

Suggests that educators need to accept that the young adult audience is unique and find a way to deal with it in order to create a literature from which teenagers can expect to gain a satisfying "sense of comradeship among equals." (SG)

Details a creative writing project based on "zines," which are independently created and published personal magazines. Notes challenges addressed in the project, such as composing an engaging introduction and choice of language in relation to audience. Concludes that the students were enthusiastic about the project, and were interested…

Challenges some problematic issues of grammar instruction. Transforms inconsequential discussion of nouns, adverbs, and past participles to more significant discussion about writing, access, and improving the world. Explores four activities to do with student writing other than correct grammar. (SG)

Describes several assignments and activities that focus on writing for "real-world" purposes, including writing to pen pals, government agencies, and for children or the elderly. (MM)

Describes how a class of seventh graders learned to use diplomacy and effective interpersonal communication to let their teachers know how they feel. (PRA)

Argues that female students, especially those in cultures expecting women to be humble and nonassertive, often need a special venue for developing their writing voices. Describes a teaching method for writing instructors that encourages females to develop their voices and audience awareness. (HB)

Discusses a role-playing scenario designed to introduce the concepts of audience and purpose to business and technical communication students. Notes that, although the scenario has reduced the frequency of the question "Did I miss anything important?" from absentee students, the scenario has not helped the instructor to understand why…

Discusses the most satisfying part of teaching writing--helping students discover what they have to say and showing them how to say it. Notes that the basic skills of writing (audience awareness, organizing thoughts, and revising) are bigger than the rules of grammar and spelling and do not change from grade to grade. (RS)

Discusses aspects of one teacher's responses to students' writing that have survived over the years. Argues that students (1) should write for a teenage audience; (2) deserve written and oral responses from their peers; and (3) benefit from successes shared with their parents. Suggests that responses to writing begin with content, which makes…

Describes a program called "Writing for the Public" that allows students to revise and rewrite documents such as memos, instructions, or brochures. Shows how one high school English teacher instituted the program in his senior class. Provides some student response to the program. (HB)

Describes a method utilizing student-teacher memos that helps students to be more aware of their purposes and audiences for their writing. Delineates the procedures by which one teacher instituted communication with students through the use of such memos, thereby improving student writing. (HB)

Defines technical writing, the importance of audience awareness, and the fog index. Analyzes examples of technical writing and tips on developing skills such as writing instructions and assembling a model. Offers assignments and projects as well as class activities. (PRA)