Months after the conclusion of a course, a writing teacher still receives electronic mail messages from former students, referring to the class or asking for advice. The implications of this post-course e-mail could cause a refiguration of traditional concepts of the boundaries of the classroom and of the academic term itself. What kind of students are most likely to contact their former teachers, and what motivates the contact? Researching this post-course e-mail may allow some insight into these questions and into the long-term effects of the work done in the classroom. While it will not replace more traditional forms of course evaluations anytime soon, e-mail might function as a useful supplement. The informality of e-mail, however, can cause awkward situations in determining etiquette. Along with negotiating new roles, setting the limits of teachers' obligations and responsibilities to past students can also become problematic. Despite these problems, the likelihood of hearing from past students electronically is increasing each year. (CR)