With the advent of the process approach to teaching writing, the use of products or models in the composition classroom has declined, replaced by heuristic exploration of the rhetorical situation, with special emphasis on audience analysis. Some researchers have emphasized the difference between internal audiences and audiences external to the text, while other theorists have focused on the relationship between internal audiences and specific genres. Internal readerships are common in business and technical writing, as well as academic writing--persuasive discourse as well as literary discourse. Internal readers of various types have been the focus of entire schools of literary criticism, especially reader-response critics. For example, in his book on the validity of interpretation, E.D. Hirsch ties interpretation to reader expectations that arise from the interpreter's conception of the "type of meaning" being presented in the text. Not so well studied are the readerships inherent to academic discourse, although their presence seems to be assumed by most theorists. Technical and business writing target readerships through structural conventions. Even persuasion encodes its own image of reader, reflecting the cultural percepts of the time. The prevalence of model readers within genres suggests that models as examples of generic types can be introduced into the writing classroom without sacrificing attention to rhetorical concerns, such as audience. (HOD)