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What this handout is about

This handout volition help yous sympathize and write for the appropriate audience when you write an academic essay.

Audience matters

When yous're in the process of writing a paper, it's like shooting fish in a barrel to forget that you are really writing to someone. Whether you've thought near it consciously or not, you e'er write to an audience: sometimes your audience is a very generalized grouping of readers, sometimes you know the individuals who etch the audience, and sometimes you write for yourself. Keeping your audience in mind while you write can help you make good decisions well-nigh what fabric to include, how to organize your ideas, and how best to support your argument.

To illustrate the impact of audience, imagine you're writing a letter to your grandmother to tell her virtually your starting time month of college. What details and stories might you include? What might you leave out? Now imagine that you're writing on the same topic only your audience is your best friend. Unless y'all have an extremely cool grandma to whom you're very close, information technology's likely that your two letters would look quite different in terms of content, structure, and even tone.

Isn't my instructor my audience?

Yes, your instructor or TA is probably the actual audience for your paper. Your instructors read and course your essays, and you want to keep their needs and perspectives in heed when you write. However, when yous write an essay with just your instructor in mind, you might not say as much every bit you should or say information technology equally clearly as you should, because you assume that the person grading it knows more than you lot practice and will fill in the gaps. This leaves it up to the teacher to decide what you are really maxim, and she might determine differently than you expect. For example, she might decide that those gaps show that yous don't know and understand the textile. Call back that fourth dimension when yous said to yourself, "I don't have to explain communism; my instructor knows more almost that than I do" and got back a paper that said something similar "Shows no understanding of communism"? That's an example of what can get awry when y'all call up of your instructor as your merely audience.

Thinking virtually your audience differently tin can improve your writing, especially in terms of how clearly you express your argument. The clearer your points are, the more likely you are to have a strong essay. Your instructor will say, "He actually understands communism—he's able to explain it simply and clearly!" By treating your instructor as an intelligent but uninformed audience, you end up addressing her more effectively.

How do I identify my audition and what they want from me?

Before you even begin the process of writing, accept some time to consider who your audience is and what they want from you.
Utilise the following questions to help you identify your audience and what y'all tin can do to address their wants and needs:

Who is your audience?
Might you have more than 1 audience? If then, how many audiences do yous have? List them.
Does your assignment itself give any clues almost your audience?
What does your audience demand? What do they want? What do they value?
What is well-nigh important to them?
What are they least probable to care near?
What kind of organization would best help your audition understand and appreciate your argument?
What exercise you have to say (or what are y'all doing in your research) that might surprise your audience?
What do you want your audience to call up, acquire, or presume about you? What impression do you want your writing or your research to convey?

How much should I explain?

This is the difficult office. As we said earlier, yous want to prove your instructor that y'all know the textile. But different assignments telephone call for varying degrees of data. Different fields also have different expectations. For more about what each field tends to expect from an essay, meet the Writing Center handouts on writing in specific fields of study. The best place to start figuring out how much you should say about each part of your paper is in a conscientious reading of the assignment. We give you some tips for reading assignments and figuring them out in our handout on how to read an assignment. The consignment may specify an audition for your newspaper; sometimes the instructor will ask you to imagine that you are writing to your congressperson, for a professional person journal, to a group of specialists in a particular field, or for a group of your peers. If the assignment doesn't specify an audition, you may find it most useful to imagine your classmates reading the paper, rather than your instructor.

Now, knowing your imaginary audition, what other clues can you get from the assignment? If the assignment asks you to summarize something that yous have read, then your reader wants you lot to include more than examples from the text than if the assignment asks you to interpret the passage. About assignments in college focus on statement rather than the repetition of learned data, so your reader probably doesn't want a lengthy, detailed, point-by-betoken summary of your reading (book reports in some classes and argument reconstructions in philosophy classes are big exceptions to this rule). If your assignment asks you to interpret or analyze the text (or an event or idea), so you lot want to brand sure that your explanation of the fabric is focused and not then detailed that you end upwardly spending more fourth dimension on examples than on your analysis. If you are not certain nearly the difference between explaining something and analyzing it, see our handouts on reading the consignment and argument.

One time yous have a draft, try your level of explanation out on a friend, a classmate, or a Writing Center charabanc. Go the person to read your rough typhoon, and so ask her to talk to you lot about what she did and didn't empathise. (At present is not the time to talk about proofreading stuff, so make sure she ignores those issues for the time existence). Yous volition likely get one of the following responses or a combination of them:

If your listener/reader has tons of questions virtually what you are maxim, then you probably demand to explain more. Permit's say you are writing a paper on piranhas, and your reader says, "What'due south a piranha? Why do I need to know about them? How would I place one?" Those are vital questions that y'all clearly demand to reply in your paper. You need more item and elaboration.
If your reader seems confused, you lot probably need to explain more than clearly. So if he says, "Are there piranhas in the lakes around hither?" you may not need to give more examples, simply rather focus on making sure your examples and points are clear.
If your reader looks bored and can echo back to you more details than she needs to know to get your indicate, you probably explained also much. Excessive detail tin also exist confusing, considering it can bog the reader downwards and proceed her from focusing on your master points. You want your reader to say, "So information technology seems like your paper is saying that piranhas are misunderstood creatures that are essential to South American ecosystems," not, "Uh…piranhas are important?" or, "Well, I know you lot said piranhas don't usually attack people, and they're commonly effectually 10 inches long, and some people continue them in aquariums as pets, and dolphins are one of their predators, and…a bunch of other stuff, I guess?"

Sometimes it's not the amount of explanation that matters, but the give-and-take choice and tone you adopt. Your give-and-take selection and tone need to match your audience'southward expectations. For instance, imagine you lot are researching piranhas; y'all find an article in National Geographic and another one in an bookish journal for scientists. How would you lot expect the two articles to sound? National Geographic is written for a popular audition; you might expect it to have sentences like "The piranha generally lives in shallow rivers and streams in South America." The scientific periodical, on the other hand, might apply much more technical language, because it's written for an audience of specialists. A sentence like "Serrasalmus piraya lives in fresh and brackish intercoastal and proto-arboreal sub-tropical regions between the 45th and 38th parallels" might not be out of place in the journal.

Generally, you desire your reader to know plenty material to understand the points you are making. Information technology'southward like the old wood/trees metaphor. If you give the reader nix but trees, she won't see the woods (your thesis, the reason for your paper). If you give her a big woods and no trees, she won't know how you got to the forest (she might say, "Your point is fine, simply you haven't proven it to me"). You want the reader to say, "Squeamish forest, and those copse really help me to meet it." Our handout on paragraph development tin can assist you observe a good balance of examples and caption.

Reading your own drafts

Writers tend to read over their ain papers pretty quickly, with the knowledge of what they are trying to argue already in their minds. Reading in this fashion can crusade you to skip over gaps in your written argument because the gap-filler is in your head. A trouble occurs when your reader falls into these gaps. Your reader wants you to brand the necessary connections from one idea or sentence to the side by side. When you don't, the reader can become dislocated or frustrated. Think about when y'all read something and you struggle to find the most important points or what the writer is trying to say. Isn't that abrasive? Doesn't information technology make you want to quit reading and surf the spider web or phone call a friend?

Putting yourself in the reader's position

Instead of reading your typhoon every bit if you wrote it and know what you meant, try reading it every bit if yous have no previous cognition of the material. Take you explained enough? Are the connections articulate? This can exist hard to do at first. Consider using one of the following strategies:

Take a pause from your work—become work out, take a nap, accept a twenty-four hour period off. This is why the Writing Center and your instructors encourage you to start writing more a 24-hour interval before the paper is due. If you write the paper the night earlier it'southward due, yous make it almost impossible to read the newspaper with a fresh eye.
Effort outlining after writing—later on you lot have a draft, expect at each paragraph separately. Write down the main point for each paragraph on a carve up canvas of paper, in the order you lot take put them. Then look at your "outline"—does it reflect what you meant to say, in a logical club? Are some paragraphs difficult to reduce to one signal? Why? This technique volition help you detect places where you lot may accept confused your reader past straying from your original plan for the paper.
Read the paper aloud—we practice this all the time at the Writing Center, and once you get used to it, you'll encounter that it helps you slow down and really consider how your reader experiences your text. Information technology will besides help you take hold of a lot of judgement-level errors, such equally misspellings and missing words, which tin can make it difficult for your reader to focus on your argument.

These techniques tin can help y'all read your paper in the same way your reader will and make revisions that help your reader sympathize your argument. Then, when your instructor finally reads your finished draft, he or she won't have to fill in whatsoever gaps. The more piece of work y'all do, the less work your audition will accept to practice—and the more than likely it is that your instructor will follow and understand your statement.

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You may reproduce it for non-commercial use if you utilize the entire handout and attribute the source: The Writing Centre, University of Due north Carolina at Chapel Hill