And that is the point of a computer-based networked classroom. The network acts as both a publishing and feedback mechanism, through which many drafts and many peer critiques can be moved over the wire. The relationship between writer and reader, so clumsy throughout most of the world of professional writing, is in the networked classroom intensified to an extraordinary degree. Writers have no trouble finding readers, lots of them, and readers have no trouble telling writers what is good or bad about their writing. The room is awash in writing and reading and commenting and revising.
Writing becomes less a performance to be graded than a means of demonstrably influencing a reader.
In a sense, no one is teaching, although there is definitely someone drawing up the writing and critiquing tasks for the student, providing plenty of tutorial assistance and commentary, and, of course, in the end, grading. But no one is standing at the front of the class explaining how to write, producing lists of categories on the board or flashing complex transparencies describing periodic and loose sentence styles or enumerating the seven types of comma error. I'm doing the same thing you are. Not at all. The writers simply do not get the kind of intense classroom experience with text that is necessary to affect writing behaviors that have been set in concrete for years.