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I like Marcy's idea of an on-line class discussion list, but wonder if it ends up dominated by just a few people (like most of these lists) or whether everyone does/has to contribute? I too had students do journal type responses in a large class (they were 70 in the end). I loved reading them and responded only very briefly on the individual entries but made notes and reported back to the class a whole. Re. evaluation, students had to collect all their responses, exercises - some done in class in groups, others as homework - (which the students corrected themselves while I went over the answers using overheads), and similar stuff in a logbook which was collected at midterm and at the end of term and evaluated only as a participation mark (the stuff was or was not done). One has to keep one's sanity somehow. For their project, students did oral presentations in groups of three: one presenting, the other two completing an evaluation sheet whose comments were shown to the presenter and then submitted to me (again for a participation mark, although some of the students wanted to award specific marks to their peers!). I walked around the class listening in. At first, my students were highly dubious about this approach, but could see that presenting to a class of 70 would not be feasible (one girl claimed she'd rather have me lecture!). I modelled the procedure beforehand and, to everyone's amazement (including my own), things went really well. The students were very serious, arriving with note cards, visual aids, etc. had a good time and learned from each other. The peer editing exercise that was part of the project was a bit more uneven, some students rushing through and others taking much more time and thought. But I can rethink how I should set that up next time. The result of this three-step approach (final submission of project being step #3) was that everyone handed in their project on time! No requests for extensions. Nevertheless, some students felt that I should have done all the marking of everything myself. Some were also very unsure how they could possibly help someone else in the editing process (most were francophones), but discovered that yes, they could learn from each other even here. I sometimes wonder if the students are not more traditional than the teachers (like Russ's young woman). Anyway, I look forward to getting some more postings on this subject; so far I've seen some very interesting suggestions. Mieke Mieke Koppen Tucker Bishop's University