Examines groups of business writing students containing high- and low-apprehensive writers, communicating about writing in both a face-to-face setting and through electronic mail. Concludes that, for both types of writers, collaboratively planning documents on e-mail enhanced the collaborative process. (MM)

A project using on-campus electronic mail (e-mail) to teach communicative writing in English as a Second Language to Japanese junior college students is described. The project had three stages: (1) planning; (2) piloting with a small group of students; and (3) implementation in three large classes (n=55, 28, 36). The aim was to help students write…