Abstract
Presents a descriptive analysis of 29 online writing lab sites for email tutoring, currently the most popular mode of computer-mediated collaboration. Considers how email tutoring interfaces represent the literate practice of email tutoring, shaping expectations and experiences consistent with its literate aims. Suggests that email tutoring interfaces articulate what can be taxonomized as first- and second-level representations of their services.
Citation Information
Type of Scholarship: Journal Article
Author: Dana Anderson
Year of Publication: 2002
Title: “Interfacing E-mail Tutoring: Shaping an Emergent Literate Practice”
Publication: Computers and Composition, Volume 19, Issue 1
Page Range: 71-87