Argues that students can use electronic bulletin boards to create a single shared text that can be added to as personal time allows. Notes that use of electronic bulletin boards allows valuable class time to be set aside for other instructional strategies. (RS)

Argues that electronic mail and other forms of computer networking do not ensure equality. Explores the kinds of exclusions that still occur on synchronous networks. Describes certain kinds of network discourse as "classroom terrorism." Provides examples from actual classroom settings. (HB)

Lists and annotates 49 resources for research in the area of computer networks as vehicles for communication. Compiles sources that present research findings, pedagogical approaches, and theoretical discussions related to applications of computer-mediated communication systems--electronic mail, computer conferences, or bulletin boards. (RS)

Notes that writing centers use computers for computer-assisted instruction and word processing. Suggests that as the field moves towards the social in its scholarship and its writing technologies, writing centers might look towards e-mail for new forms of tutor-student collaboration. Describes an experiment with e-mail tutoring. Explores…

Suggests that technical writing students need to learn to write effectively online because electronic mail is becoming the preferred mode of communicating in industry. Explores how students can be taught to use the network effectively in group and collaborative projects, especially through the writing of critique memos. (RS)

Addresses how online instructors can improve their email communications with students. Describes the characteristics and demands of online instruction as depending on the instructor's ability to communicate in writing. Presents a model to guide instructors in their online communications. Underscores the importance of instructors' writing skills in…

Offers an overview and schema for understanding frequently used network technologies available for Online Writing Labs (OWLs)--electronic mail, gopher, World Wide Web, newsgroups, synchronous chat systems, and automated file retrieval systems. Considers ways writing centers' choices among these technologies are impacted by user access, network…

Suggests that weekly participation in an e-mail discussion group by students in a tutor-training class led to productive dialogue concerning intersections between composition theory/research and writing center pedagogy. Argues for the value of asynchronous conferencing as a writing-to-learn methodology particularly relevant to the collaborative…

Shows how microethnography can be an effective tool for analyzing the possibilities and constraints of electronic discourse by overviewing two electronic mail ethnography projects. Suggests that such approaches can help students better understand electronic rhetoric as well as electronic ideology (the power relationships and cultural values that…

Analyzes dynamics of an online discussion group of graduate students who teach introductory composition and literature classes at the University of California at Irvine: advantages of a listserv over a distributed mailing list; benefits of a local listserv over a national listserv; resistance to a listserv; and various "nuts and bolts"…

Describes a series of encounters resulting from a World Wide Web hypertext project created in a graduate course on electronic culture. Discusses implications of the "male gaze" in the milieu of the Web. Concludes that ending cybersexism entails structural and psychological changes. Intersperses personal reflections and e-mail posts from men with a…

Provides the meditations of one teacher and the failures and successes experienced by her in trying to use electronic mail to establish contact with English teachers in Eastern Europe. Recounts the teacher's struggle, through journal excerpts, to become savvy about computer communications technology and how to exploit it. (HB)

Explores the differences between e-mail and paper mail, focusing on audience, interface, and rhythm of response. Argues that technological change triggers other changes in a system, creating discomfort, and that this discomfort should not prevent English and writing teachers from studying and accepting e-mail as a legitimate site for writing. (RS)

Discusses the social interaction between writers using electronic mail systems. Shares two stories concerning this written form of conversation. (MG)

Examines Listserv, a package for distributing email to a group of subscribers for the purpose of discussion. Notes the popularity of listservs among teachers and scholars in computers and composition. Suggests few users are aware of constraints the software places on the rhetorical situation. Explains how a Listserv is configured, decisions list…