Abstract
This Qualitative study sought to determine whether four high- and four low-apprehensive first-year college writers responded differently as peer evaluators of writing in a face-to-face group versus a group that communicated via an electronic-mail network. An analysis of recorded group “conversations” revealed that high apprehensives exhibited different strategies than low apprehensives for informing group members about writing during both face-to-face and e-mail sessions. Furthermore, high apprehensives during e-mail sessions participated more and offered more directions for revision than during face-to-face meetings. When revising subsequent to group meetings, high apprehensives reported relying more on group comments received during e-mail sessions than group comments received during face-to-face sessions.
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