This case study examined one advanced undergraduate student's efforts to write on similar topics for three different audiences--an advanced composition class, a history of Western philosophy class, and a district meeting of Pi Alpha Theta. Initially the student was juggling the demands of writing research papers for her two courses, and the third audience was not even a consideration until a professor asked the student to revise the paper for a presentation to the history honorary society. The student was experienced enough to realize from the beginning that the English and history assignments were quite different, but she was not aware until the writing process began what effect writing on the same topic for two different audiences would have. The student's sense of audience and of purpose slowly evolved from "teacher as reader" to a synthesis of the two audiences into one academic audience that was interested in the philosophy and history of ideas presented in the papers. Revision centered mainly on shortening one paper and on composing a different conclusion. The third paper, however, required more indepth modification. Laura's awareness that the third audience was a listening rather than a reading audience provided her with a starting point. In her review, the student focused on clearly stating main ideas early in each paragraph, in emphasizing more conventional attitudes toward her topic; in deleting parenthetical comments; in discovering alternatives to frequently repeated words and phrases; and in removing most references to specific critics. Writing for a"real" audience successfully stimulated improvements in organization, development, and clarity. (Fourteen references are attached.) (KEH)