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We do the online response thing too, through something we call the Cybertutor. Ours is a basic system of e-mail with comments done interlinearly, but we added a "front end" with Javascript--asking them a few questions--to help students focus on what they expected. I want to refine this, this summer, (fewer more focused questions, clearer directions) but it works fairly well. I would be concerned about peer tutors launching into this -- I noted Mary Louise's emphasis on *experienced*-- because I think it is more difficult than face to face to give the kind of holistic response that we would want. Also, you lose the nuance of gesture (is the student comfortable? comprehending?) that is sometimes helpful in reading a situation. In making responses, we try to make a larger overall response at the outset, then note specific issues interlinearly. This has been working pretty well as an approach, and I've had feedback from several students who use it regularly that they find it helpful. Some want editing. Our site makes it clear that this is not an option, but it is a danger, and I wonder if it is one that undergrad peer tutors might be more likely to face because of their inexperience. Plan carefully what you will offer. Define the limits clearly from the outset -- and making them really explicit to both the tutor and the tutee -- and monitor the project carefully. That'd be my advice. Rob Irish