A practicum was developed to improve process writing skills of seventh grade at-risk students by increasing interest through the use of the microcomputer, word processing software, and telecommunications technology. Sixteen students wrote a series of eight "basic" hand-written essays as part of the regular language arts class. Students then completed assignments utilizing the microcomputer, word processing software, and printer. They then transmitted the final draft--using phone line, modem, and special software--to a local bulletin board service (BBS) for distribution through a national "preteen" conference network. Students contacted the BBS daily to check for responses. Each student, classroom teacher, and writer participated in weekly "brainstorming" sessions to input new writing ideas, make suggestions, share and respond to writings of other students, and report on messages downloaded from the BBS. Results showed an increase in process writing skills as measured by pre- and post-handwritten and computer written essays utilizing a holistic scoring criteria. Additional analysis of pre- and post-attitudinal surveys; observations by the classroom teacher, group counselor, and author; and evaluation of a daily journal revealed a substantial increase in the number of students with a positive attitude toward writing. (Twenty-eight references are attached. Appendixes include statistical and graphic analysis of process writing skills and attitudes towards writing, student contract, holistic criteria, lesson plan outline, time line, assignment tracking sheet, and computer software evaluation.) (SR)