Describes computer conferencing as a particularly useful alternative to traditional approaches to teaching college composition. Gives a basic outline of how an instructor might utilize computer networks to set up a composition course. (HB)

Argues that networked classrooms offer a number of opportunities for effective writing instruction. Argues that shared discourse in the networked-computer classroom has three levels forming a continuum of interactivity: students sending messages "at,""to," and "between" each other. Offers classroom examples of each level of discourse. (SR)