This paper describes how Loyola University New Orleans's Writing across the Curriculum program began extending writing support to its distance learners through e-mail. The paper also explains why a limited group of students was targeted for this service, as well as how the tutors developed their online voices and personalized these "e-conversations." It also discusses outcomes, successes, and surprises. Noting that the biggest challenge in establishing e-tutor service for off-campus students has been to maintain the personal, to sustain the kind of online "voice" Justin Jackson details in "Interfacing the Faceless," the paper explains that in one of the earliest tutor meetings during the Fall semester, Jackson's article was distributed and discussed. It states that by setting the article into context with past tutoring practices and with anticipated online demands, it was hoped that the challenge of preparing the e-tutors to "talk the e-talk" could be met. According to the paper, most off-campus students who sought writing help during the Fall semester preferred to fax rather than e-mail their drafts and to talk about their writing during a phone session rather than online. It finds that the real surprise, after increasing requests for online tutoring (from students as well as from teachers) is the small percentage of writers who actually took up the offer. A handout memo describing the program is attached. (NKA)