Much of the literature that developed and documented rhetorical and cognitive viewpoints on audience suggests that when writers write with an audience in mind, imagined readers affect the writing. This paper investigates these audience effects by examining a creative writing workshop and asking how conversations with readers lead to revisions. Drawn from a case study of an 11th grade classroom, this bidirectional artifact analysis traces writing through students’ drafts, revisions, and feedback. The resulting work shows how revision and writing development ties to interactions with readers—members of the students’ audience.
