To understand the ways that teachers adapt writing instruction to a microcomputer classroom, the researchers observed and recorded activities minute-by-minute in four classes for a full semester of introductory composition. Two experienced teachers each taught two classes: one traditional class and one class that met for half of its time in a microcomputer classroom. This report contrasts their classes, calling attention to (a) the time pressures created by teaching with computers, (b) issues in training students to be proficient at word processing and revising, (c) ways a microcomputer classroom can foster workshop approaches to teaching writing, (d) the need for carefully structured classroom activities, and (e) the importance of teachers sharing with students common values for learning with computers in a group setting.