A completed EN 116 Unit 2 audience analysis: demographic, attitudinal and situational findings about one real audience, each finding ending in a decision about the speech. Searches like "en 116 unit 2 assignment example", "en116 unit 2 sample" and "en 116 unit 2 example" land here.
What a finished EN 116 Unit 2 audience analysis looks like
The document is a short report about listeners rather than about a subject. It opens by naming the audience concretely: who they are, how many, and the occasion that brings them together, since a classroom audience and a workplace audience are different rooms with different rules. Demographic material follows, kept to what actually bears on the speech, because age or occupation matters only where it changes what an audience already knows. An attitude section reports what the listeners are likely to believe, value or resist about the subject, with the basis for each inference stated. Situational factors come next: room, time of day, length, whether questions follow. Every finding closes with a consequence, a line saying what the speaker will do differently because of it.
How a EN 116 Unit 2 example is structured
Findings are separated from consequences throughout, because an analysis that only describes an audience has produced a profile and stopped short of the assignment. The audience is fixed before any characteristic is listed, since a general statement about adult learners is not an analysis of the people who will actually be in the room. Demographic material is filtered rather than collected, as an inventory of every attribute buries the two or three that matter. Belief and attitude follow the demographics because they are harder to infer and need the earlier material to rest on. Situational constraints arrive late but before the decisions, since time limits and room arrangement change more about a speech than most writers expect. Each decision names the part of the speech it alters, which turns the report into planning a marker can grade.
One audience named, not a category
The report identifies the actual listeners and occasion first, because a statement about adults in general describes nobody who will attend.
Demographics filtered down to what matters
Only attributes that change what the audience already knows are reported, since a full inventory hides the two or three useful facts.
Beliefs inferred with the basis stated
Each claim about what listeners value or resist says where that inference came from, rather than asserting an attitude outright.
Room, length and occasion recorded
Situational constraints appear in their own section, because timing and setting alter a speech more than most writers expect them to.
Every finding ends in a decision
A line after each result names what the speech will do differently, which is the move that separates analysis from a profile.
Where marks go in EN 116 Unit 2
Audience analyses lose points by describing a population instead of a room. A report on working adults in general, with no reference to the people who will actually hear the speech, answers a demographics question nobody asked. Findings with no consequence attached leave the marker a profile and no analysis. Attitudes asserted without basis, where the writer simply declares the audience skeptical, are guesses in the shape of evidence. Stereotyping by age, occupation or background is both a scoring problem and a register problem, and rubrics in this course usually say so. Inventories that list every demographic variable the chapter named are padding. Anything reported about identifiable classmates beyond what they have said publicly in the classroom does not belong in a graded document.
Get a EN 116 Unit 2 example written to your instructions
Upload the Unit 2 instructions with your EN 116 rubric and whatever your section tells you about the audience you will address. We write a custom example that names one real audience, filters the demographics, states the basis for every inference and closes each finding with a decision. First custom sample free, returned in 24 to 48 hours.
EN 116 Unit 2 questions, answered
What if I do not know who the audience will be?
Most sections answer that for you by naming the audience in the instructions, usually the class itself. Where it is left open, choose a specific group you could actually address and say in the opening that you selected them. An analysis written against a group you have defined is gradeable, while one written against an unnamed general public has nothing in it to test.
Can I use what classmates told me about themselves?
Only what they have already said in the classroom, and even then without names. Personal disclosures made in a discussion thread were not offered as research material, and a graded document circulates further than the thread does. Where a section asks for a survey, follow the procedure the instructions set out and report the results as aggregates rather than as attributable statements.
Does this unit need sources?
Sometimes, and your instructions decide. Sections that treat the analysis as a research exercise expect published material on the group you are addressing, cited in whatever style the classroom names. Sections that treat it as planning accept direct observation and a survey you administered. Either way, an inference stated with its basis reads as evidence, and one stated without any basis does not.