Interestingly, many of us wrote about the ways the idea of audience is a pretty false one in the writing classroom. That's perhaps the most benign way we can describe it. Villanueva and others suggest that the imagined audience, in the hands of writers uninitiated in the dominant dialect, can be oppressive.
But presenting to a real audience has powerful effects on students. Research in undergraduate research as a high-impact practice (a HIP), indicates that presenting to an audience other than your teacher can have some of the most powerfully positive learning outcomes for students--and can impact their lives beyond the classroom.
So for today's in-class writing, sketch out a possible writing experience for the classroom with a real not imagined audience. Let's do this in the magical world of having no principal or parent or school board to report to. Sure there are assignments where you write a local school official or a letter to an editor, but we all know who you are really writing to--your teacher. So let's pull out all the stops. Let's consider the night's reading about audience perils and imagine something that challenges the downside to audience. No rules and no wrong answers. Just good clean fun.
Once you've posted, take some time to read what your classmates had to say and then we can talk about it as a group.