Examines the ways in which writing teachers present themselves in a virtual classroom--a computer networked first-year composition classroom. Discusses how the teachers' online presence relate to their off-line, "live" presence. Suggests that differences among teacher are more important than similarities. (RS)

Employs three approaches in a summative evaluation of ENFI (Electronic Networks for Interaction), a local area network used to teach writing through the use of software that supports real-time communication. Suggests that the ENFI setting allows a writing teacher to more easily model the creation of a writing persona. (RS)

Observes two writing teachers, enthusiastic about computers, teaching for the first time in networked computer classrooms. Finds resistance to change attributable to unfamiliarity with hardware and software, the need to cope with print text and electronic text, and conflict between models of writing instruction brought to the facility and that…

Argues for a reworked pedagogy in the networked computer classroom to counteract the emergence of prejudicial attitudes which marginalize people in online discussions. Encourages interventionist strategies such as centralizing discussion and giving preparatory lectures. Proposes that instructors should be more accountable for confronting and…