Computer technology such as telecommunications software and electronic mail allowed students in advanced writing courses at Incarnate Word College and St. Mary's University in Texas to exchange comments about their papers. The intention of the writing teachers was to emphasize the role that invention and planning play in writing, to highlight the social aspect of writing, and to make collaboration more meaningful. Students read three books, wrote four formal papers, and kept a journal. Existing computer technology on the two campuses, while not ideal, proved manageable. Towards the end of the course, students not only reported feeling more comfortable with computers, but attending more to style so that readers could understand their work. They also said that they were rewriting more, and were feeling more comfortable and fluent as writers. One commonly reported problem, however, was that although the students quickly learned how to send each other messages, the comments were often pedestrian. It is possible that the students were paying more attention to the technology than to the substance, that they missed the non-verbal and verbal signals exchanged in usual class conferences, and that reading from the computer screen tended to emphasize spelling errors rather than organization, use of evidence, and creativity. Ideas for future classes included BITNET and INTERNET connections with students hundreds of miles away or in other countries, as well as collaborations between high school and college students. (PRA)