In a recent survey of Association of American Colleges and Universities (AAC&U) member institutions, writing topped the list of desired learning outcomes for all students. Students report being more engaged in courses with intellectually stimulating writing assignments. Indeed, there is a clear consensus on the importance of writing instruction in undergraduate education. There is also strong agreement that, to be effective, writing instruction must help students understand writing as a contextual act. Students need to learn how to identify the particular conventions of the different genres they undertake, and how to anticipate and accommodate the expectations of the audiences they are addressing. The author believes that the change with the greatest pedagogical implications results from how one interprets the phrase "writing for different audiences." The common interpretation is that students should practice writing as if they were addressing different kinds of readers. In this article, the author describes how Duke University is experimenting with a new approach to writing in the disciplines that matches undergraduates with alumni and employee volunteers who serve as members of the target audience for particular writing assignments. (Contains 1 table.)