A composition instructor inquired into the effect of computer conferencing in two composition courses taught entirely through computer-mediated instruction and infused with the pedagogy of feminist collaboration. The instructor encouraged the naming of self and the developing of relationship. The instructor prepared a composition curriculum, "Writing for the 21st Century," grounded on collaborative composition theory and reflecting the principles of a "woman-focused" classroom. The curriculum linked a critique of cultural institutions to personal experience. Early conversations reflected that even in asynchronous computer networking, personal connection was possible. Small groups offered the most opportunity for developing relationships. For the final project, students wrote to a group member to share their refections on that student's collaboration and, then, with insights from these views and from their own investigations, constructed a final paper to interpret their own collaboration. As students and the instructor reflected on the messages sent through the free space of computer conferencing, they were opening themselves to know more fully the authors of the messages. The environment in the computer culture went far beyond the instructor's expectations in establishing a community of trusting, diverse individuals--a community required both in the composition room and in the larger society. (Several examples of students' computer messages are included.) (RS)