In a feminist classroom an instructor who acts as an "interested party" rather than an authority, fosters an environment of care and connection which can result in life-changing discoveries for the participants. Drawing on David Bleich's conception of a "socially generous research" that removes hierarchical barriers between teacher and student, a study questioned participants in three feminist composition courses at a de-centralized branch of SUNY Empire State College where computer networking was the primary mode of writing instruction. The courses were organized around a set of professional readings concerned with issues of power: Walker's "In Search of Our Mother's Gardens," Glaspell's "Trifles," Rodriguez's "The Achievement of Desire," and Rich's "When the Dead Awaken." Students responded to professional readings through large-group "discussion" and prepared "response writings" for small-group peer review. Sharing of personal experience among disparate individuals on the computer's free space and struggling to be understood in that public context contributed to clearer, more developed writing and also to new voices. One Spanish-speaking student who had lost her voice when forced to speak English in the public schools, found that peer collaboration on the computer allowed a special in-between space, a site for shaping voice through relationship, for responding through mind and heart. Responding to a questionnaire three years after the course was completed, many of the students maintained that the course had had fundamental effects on their lives. (Contains 10 references.) (TB)