ABSTRACT
Over the last 15 years, content management systems have dramatically changed the ways we think about our pedagogical approaches to teaching audience analysis. This is especially true when content may need to be reused in a set of discrete contexts for various audiences. This chapter introduces a heuristic that helps students think about, write, and deliver reusable content. Modeled after Ridolfo and DeVoss’s (2009) concept rhetorical velocity, this heuristic introduces students to both how they must consider primary audiences for the content they develop as well as various stakeholders, possible audiences, and potential contexts where their content needs to be reused. The chapter concludes with two scenarios/cases instructors can have students use in order to practice audience analysis and rhetorical reuse. Because many potential audiences and contexts can be ignored and/or excluded in the name of content management, this approach to content reuse allows for more inclusive conceptualizations of audiences and helps account for their needs.
