During the summer of 1990, a university English education professor in Indiana responded to the writing of 20 fourth through seventh graders via a computer installed in his home. The students wrote daily anything ranging from a 3-line haiku to 10-20 computer-screen stories. The classroom teacher took the students through the steps in the writing process, suggesting topics and writing modes where appropriate. All of the students' writing was sent daily by computer network to the professor, who responded to each piece. More than half of the students incorporated some, if not all, of the professor's suggestions in their revisions. After responding to 263 pieces of writing, the professor now has no doubts that students at all levels of instruction write more and write better when they can use a computer and when they have an interested audience in addition to the classroom teacher. (RS)