Proposes that e-mail peer response teaches students about audience and text. Explains that asynchronous electronic peer response helps students become better responders by: promoting a written exchange; using writing to express their thoughts, and giving them time and distance to think about their reactions. Proposes that this creates an…

Describes a student's journal entry which discusses her response to a work of digital fiction. Reads the journal entry as a resistance narrative, an assemblage, a remediation, and an emergence. Reflects upon the changes in instruction and identity that occur in computer classrooms, online course supplements, and Internet classes. (PM)