This paper observes that computer access affects a child's learning significantly, and presents a case study of one child's use of the computer as an example of how computer-based introduction to writing might work. The case study highlights the suitability of computers for an introduction to writing that separates the structural elements of composition from content. Specific later developments of the subject's writing are offered to suggest that the child's earlier experiences in computerized writing remained important for learning writing forms, such as short stories and friendly letters. (RL)