After a new course in computer-aided writing was implemented at South Seattle Community College (SSCC), in Washington, a group of instructors met to evaluate the possibility of applying computer-aided instructional tools to the teaching of writing in College Transfer (CT) and English-as-a-Second-Language (ESL) courses at SSCC. For CT courses, the group reviewed the literature and surveyed faculty at SSCC to examine how computer classrooms were used in the teaching of writing, the extent to which they were used, advantages and disadvantages perceived by SSCC faculty in utilizing computers, and any limitations on use. They found that individuals used English lab computers more than whole classes, while advantages cited by teachers included the speed and ease of revisions, software providing drill and practice on skills, and professional look of student papers. Disadvantages cited were increased demand on students' time, student overreliance on spelling and thesaurus programs, and the inability of computers to store previous drafts of writing. The teachers also reported insufficient numbers of computers and available lab time. For ESL courses, the group explored the potential applications of computers in instruction and the technology available at SSCC and surveyed ESL programs in the Seattle area. The main uses of computers in ESL instruction were as a subject of instruction in English and as a tool for reading comprehension. Individuals were more involved than classes or whole institutions. (Contains 28 references.) (PAA)