In order to match the customary strengths of the still dominant face-to-face instructional mode, a high-performance online learning system must employ synchronous as well as asynchronous communications; buttress graphics, animation, and text with live audio and video; and provide many of the features and processes associated with course management systems. Web conferencing systems (or "Webcons") address these needs and are gradually becoming more readily available since their rise in the mid-1990s. The key benefit for instructors and students is the availability in cyberspace of the best virtual classrooms deployed to date. Like the face-to-face classroom, a Webcon can focus a set of eyes and ears on a specific synchronous learning experience. The Webcon can enable multimedia-supported lectures, question-and-answer sessions, voice and video group work, and instant access to and sharing of archived resource materials--all in a geodistributed mode. To indicate how a Webcon might be used, the authors draw upon the learning activities that compositionists advocate for writing instruction. They do so, in part, because these activities and processes are relevant to any instructor, in any content area that requires student writing. In this article, the authors provide a description of an imaginary (but completely possible) business writing course they call BizWrite. Their intent is to describe an advanced prototype that could be adopted in toto or in part, depending on the resources available to a Webcon instructor.