Intended to help freshman composition teachers develop productive audience strategy in their students, this paper explores useful and functional techniques elicited from expert writers to facilitate the generation of internal audiences for the typical college student in a required writing class. The paper encourages small-group peer discussion to ensure that every draft of every assignment has a real audience on the same level as the writer, as well as to engender a relaxed atmosphere in the classroom. The first section of the paper offers students (1) a framework for writing illustrated by improvisation of a metaphor; (2) an experience involving the basic processes that students can identify with and use for a model; (3) examples of universal audiences; (4) a series of stories about potential relationships to audiences; and (5) positive motivation to learn a new and effective strategy for generating audiences of their own choosing. Stating that, in using the identification strategy for generating new audiences, the writer will learn to take three distinctive points of view--his own, the audience's, and that of a director watching the interaction between writer and audience, the central section of the paper identifies and explains the steps necessary to accomplish this. The final section of the paper provides examples of the kinds of activities that teachers can practice with their students to initiate useful audience strategies. (References are attached.) (NKA)