According to author David Roochnik, the "tragedy of logos" refers to the condition of having a "logos" (meaning a view of the rational structure of the world) and colliding with its limits and limitations. The tragedy of logos arises when some event or experience shows that things are otherwise, because tragedy entails the intersection between persons feeling themselves to be agents of what happens to them and finding themselves directed by circumstances beyond their control, according to the ancient Greeks. Networked computers make it possible for students to grow, experiencing productive tragedies of logos, wherein they realize the limits of their understanding and are in a position to reflect on those limits, accept responsibility, and then acknowledge that that diversity and unassimilated otherness they discovered is not accounted for and must be given its due. In a networked classroom, students were asked to read an essay which identified a number of features of language use in the culture that reinforce pejorative attitudes toward women and respond on the classroom's disk to the essay's claims. During open lab hours students read what other students wrote--sometimes finding relief when they learn that classmates share their perspective--and then wrote a short response indicating what they had learned from this exercise in confrontation of their logos and revisions of their assumptions. Thus networked computers can promote productive "tragedies of logos" in writing classrooms. (Contains 7 references.) (CR)