An examination of audience analysis factors in representative communication textbooks indicates that current pedagogical applications are broadly categorized into demographic and dispositional properties. The adaptation of constructivist theory to audience analysis can give speech students reasons why the speaker-audience relationship is as it is. To develop a conceptual framework for understanding the speaker-audience relationship, 12 corollaries (based on George A. Kelly's theory of constructive alternativism) should be considered: (1) the ultimate success of a speech depends on the speaker's ability to anticipate audience response; (2) an audience member comes to the speech occasion with past knowledge of the speaker's topic; (3) as the audience listens to the speech and hears threads of information consistent with accumulated knowledge, its construction systems and meanings will fluctuate between agreement/disagreement and clarity/confusion; (4) members of the audience will not respond to a speaker and speech similarly; (5) as the speaker addresses an audience, he or she must attempt to imaginatively construct how the audience will interpret the message; (6) each audience member organizes his or her unique construct; (7) the range of convenience of a construct's applicability in explaining phenomena is dependent on a listener's experience and openness to change; (8) audience members will differentially respond to messages in part or whole; (9) the audience will successively employ a variety of incompatible interpretations; (10) a speaker's efforts ought to be directed toward increasing cognitive specificity for a content domain of the audience; (11) the audience member's possible influence by a message is dichotomous; and (12) the audience must choose between the two poles of their dichotomies according to their anticipations. (HOD)