Thinking About Audience Presentation

Readings: All readings are available through the Broome Library J-STOR database

  1. Ede, Lisa and Andrea Lunsford. “Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy.” College Composition and Communication. 35.2 (1984): 155 – 71.
  2. Elbow, Peter. “Closing My Eyes as I Speak: An Argument for Ignoring Audience.” College English. 49.1 (1987): 50 – 69.
  3. Park, Douglas B. “The Meanings of ‘Audience.’” College English. 44.3 (1982): 247 – 257.
  4. Roth, Richard G. “The Evolving Audience: Alternatives to Audience Accommodation.” College Composition and Communication. 38.1 (1987): 47 -55.
  5. Reiff, Mary Jo. “Rereading ‘Invoked’ and “Addressed” Readers Through a Social Lens: Toward a Recognition of Multiple Audiences.” JAC. 16.3 (1996): 407 – 424.
  6. Ong, Walter J. “The Writer’s Audience is Always a Fiction.” PMLA. 90.1 (1975): 9 – 21.
  7. Kroll, Barry M. “Writing for Readers: Three Perspectives on Audience.” College Composition and Communication. 35.2 (1984): 172 – 185.
  8. Walzer, Arthur E. “Articles from the “California Divorce Project”: A Case Study of the Concept of Audience.” College Composition and Communication. 36.2 (1985): 150 – 159.
  9. Moxley, Joseph M. “Audience Awareness and the Inexperienced Writer.” Research and Teaching in Developmental Education. 1.2 (1985): 21 – 34.
  10. Kirsch, Gesa. “Writing Up and Down the Social Ladder: A Study of Experienced Writers Composing for Contrasting Audiences.” Research in the Teaching of English. 25.1 (1991): 33 – 53.

Please note that these citations are not written in accordance with the MLA eighth edition style guide. For your project, you will need to convert them to this current edition. For assistance, look here. Scroll down to “An Article From An Online Database (or Other Subscription Service).”

Thinking About Audience Presentation (15%)

  • Answers the question: “What factors should writers keep in mind about audience when composing and presenting their work?”
  • Select one of the above readings as a cornerstone article to present to the class. Each group must select a different cornerstone reading.
  • Choose 4 additional readings from the list. As additional readings, selections may be used by more than one group and overlap between groups is expected.
  • Create a 12 – 15 minute presentation. Your audience will be your peers and professor.
  • Use Google Slides in the CIDocs folder, “Thinking About Audience Presentations” –  No other slide software may be used. Presentation must be in this folder.
  • Cite texts on slides using MLA eighth edition formatting for both in-text and works cited.  A works cited at the end of the presentation is required. No other sources beyond those listed here are required.

Draft deadline for slide presentation Tuesday, June 13

All Presentations Due Tuesday, June 20

  • Be careful not to overwhelm your audience with text on a single slide. There is no limit to the number of slides you may use. Use words for your presentation; use images for your slides. For suggestions about using slides, check out this link.
  • Summarize your cornerstone reading: Identify the main argument and the main supporting points – point directly to text in the article. Read aloud and explicate (explain) important points. Not all of your audience will be familiar with your selection. By the time you are done, they should feel familiar with the reading.
  • Connect the 4 additional readings from the list to your cornerstone reading. Pay particular attention to where the readings agree and disagree. 
  • The presentation should be graphically interesting for your audience. If copyrighted images are used, cite the image in the Speaker’s Notes below the slide.
  • Practice your presentation. Know what your collaborators are doing as they present and move seamlessly between presenters. The presentation should appear to be rehearsed, not impromptu. DO NOT GO OVER 15 MINUTES.
  • Evaluation will assess presentation skills and slide use, including how you use text in speaking and writing. Peers will be required to fill out evaluation sheets, which will play a role in the instructor’s grade.