When writers write, how do they decide to whom they are speaking? How does this decision affect writers' cognition about writing? Their motivation to write? In this article, I review literature on cognitive and social processes of writing, conceptualizations of audience, writing across distinct learning environments, and writers' motivations. I then show how understandings of audience can be linked to those of motivation and interest--and how this combination may bridge a traditional divide between research traditions. Finally, I examine the implications of bringing these areas of literature together; the necessity of re-examining the role of audience in light of new media-infused learning environments; and the opening of possible areas for future research in writing, audience, and motivation.