To force students--at the very beginning of the writing process--to be aware of audience and to gain insight into their own writing, in-class writing and sharing exercises can be invaluable. For example, students can present to the class their subject for an upcoming paper, with the class responding on paper to such questions as: (1) What do you expect to find in the article? (2) What didn't you hear about in the presentation that you would have liked to have heard about? (3) What people do you want to hear about or from? and (4) What don't you want to hear about? Students can exchange written responses and then begin researching and writing with a notion of the importance of audience and its expectations regarding information and details. Similar exercises can be done in the prewriting, drafting, and final draft stages of a paper. A most effective exercise is having the students write a brief note to add to a paper answering the question: If you had twenty-four more hours to work on your paper, what would you do with it? The teacher can then respond in a personal and positive way to this short postscript. Students can ultimately learn several things, among them that it is better at first to produce many words as opposed to a few, that it is advantageous to write continuously rather than at the last minute, and that it helps to have someone else interact with them during all stages of the writing process. (CRH)