This book describes the emerging practice of e-mail tutoring;
one-to-one correspondence between college students and writing
tutors conducted over electronic mail. It reviews the history of
Composition Studies, paying special attention to those ways in
which writing centers and computers and composition have been
previously hailed within a narrative of functional literacy and
quick-fix solutions. The author suggests a new methodology for
tutoring, and a new mandate for the writing center: a strong
connection between the rhythms of extended, asynchronous writing
and dialogic literacy. The electronic writing center can become a
site for informed resistance to functional literacy.
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