A pilot project tested and evaluated teleconferencing as a medium for training engineering teaching assistants in technical writing. The teleconference, which linked 15 participants in the engineering departments and writing centers of the University of South Carolina and Ohio State University, also included a training session on the use of genre analysis to teach engineering students how to write abstracts. Preconference planning procedures included testing software, noting equipment limitations, defining program topic and structure, and promoting participation. The teleconference itself was comprised of segments such as an introduction, a free writing exercise and discussion, and an abstracting exercise. While evaluation of the project acknowledged some of the difficulties encountered in planning, preparing and using the technology, the system was nonetheless judged to be a potentially valuable tool for economical and effective engineering education. Appended are illustrations of the storyboard used, a guide to the history and timeline of the project, copies of slides used, and the handout used for the abstracting portion of the program. (CH)