How accessible are online writing centers?
One argument for the development of online writing centers is that they greatly expand accessibility. The online construction deterritorializes the spatial and temporal dynamics of the writing center, permitting writers access any time, anywhere. Demonstration projects have also made evident how writing centers and associated tutoring programs can bring together consultants and writers who would otherwise not interact, such as graduate students at the University of Arkansas at Little Rock and community college students at Roane State Community College, Oak Ridge, Tennessee. (See Jordan-Henley, J., & Maid, B.M. [1995]. Tutoring in cyberspace: Student impact and college/university collaboration. Computers and Composition, 12, 211-218.) Yet, despite these possibilities, we still need to raise important questions about how access is constructed within cyberspace. As with any Internet resource, online writing centers are implicated in a number of equity issues with respect to access (see, f
