To study the effects of writers' attending to the informational needs of their readers (episodic perspective taking), each of 65 college freshmen was randomly assigned to one of three treatment conditions: (1) no attention to audience, (2) attention to audience during prewriting, and (3) attention to audience during revising. All three groups received the same set of instructions for drafting and revising their essays and questions. Students' pretest and posttest writing samples were scored for development, organization, syntax, coherence, diction, attention to audience, and overall quality. Results indicated that attending to audience during revising was an effective strategy for improving some features of students' writing. (Author/HOD)