10-second review: Using telecommunications in this cross-age mentoring by graduate/undergraduate students with high school students worked because even though each had different schedules they were able to communicate when convenient. One problem was that the mentors did not know which comments were most productive in helping the high school students improve their writing.
Title: “Responding to Ninth-Grade students Via Telecommunications: College Mentor Strategies and Development Over Time.” A H Dunn, et al. Research in the Teaching of English (May 1994), 117-153. A publication of the National Council of Teachers of English (NCTE).
Summary: College students inserted comments within the composition and at the end.
Comment: Teachers really need to ask students whether their comments on writing are helpful. Rays.
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