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I have also put a great deal of my writing course into an on-line environment. In fact, the students do not really have to go to the lectures because I have put all the lecture material into an interactive web site. I think too that the web site is actually better than the lectures. There are all sorts of self-tests and simply because of the nature of the web environment I had to make clear connections between ideas that I sometimes leave unstated in lecture format. In fact, one version of this writing course exists in a totally on-line environment as a Distance Education course. Everything except the course reader is on-line. We have a discussion group, peer editing groups, submission and evaluation of drafts on-line etc. It was a lot of work putting it together. The most successful part of the course is probably the integegration of the media (from web site to discussion group to email editing groups to the course reader) and the discussion group. The most problematic part of the course is the amount of time that it takes to run properly. The university wants DE courses to be cheap to run and capable of taking in vast numbers of students. I have a feeling that I will meet some opposition once it becomes clear that the course requires ongoing quality interaction with the students taking it. So far we have had two trial runs with the course with small groups of students. We have received good reviews from the students and I am now having the course revewied by "outside" experts, mostly people in technical communication who might be able to help me with some design issues. In the process of doing this, I learned a lot about the development of on-line courses and software requirements--especially about annotation software for providing commentary on drafts. Like the time our annotation program crashed the university's server. Ouch! Catherine F. Schryer Dept. of English University of Waterloo Waterloo, Ontario, Canada N2L 3G1 (519) 885-1211 (ext 3318)