A study examined the feasibility of e-mail tutoring at Winthrop University, a medium-sized state supported liberal arts university with limited technology access. Initially it looked at the questions of directive versus nondirective methods in tutoring, but it quickly spread to questions of submission, formatting, and strategy. A total of 26 e-mail submissions were received from 5 undergraduates and 4 graduate students; the 26 e-mail essays resulted in 17 e-conferences, 8 face-to-face conferences--and the computer "ate" one student e-mail. The tutor allowed students to submit their essays in three different ways. Many questions have been posed as to whether the e-mail conference is collaborative or authoritative, but an e-mail writing conference can be a dialogue, even if the e-mails seem to be going mostly one way. E-tutoring methods were based on articles by David Coogan and by Barbara Monroe. The tutor covered the client's entire essay in the overview, including higher-order concerns and lower-order concerns. The strategy which evolved tried to encourage collaboration; however, the students responded not by e-mailing back to the tutor, but by revising the essays they submitted to their instructor. According to the instructor, the students who received e-mail tutoring did slightly better than the students who received face-to-face tutoring. The instructor also found that the tutor was able to cover much more in e-mail sessions than could be covered in class sessions. However, interface problems were an issue for the tutor. (Contains a 13-item select bibliography and 4 figures of data.) (NKA)