A study investigating collaborative computer use for writing at the primary level was conducted at a Catholic school in Toronto through videotaping and observation in a first grade classroom over a period of 3 weeks. It was found that the differentiation of tasks by the computer into two types of acts--inputting signs and arranging text--was tailor-made for the division of rights and responsibilities between the writer and the helper for composing, inputting, and arranging text. Consideration of both the benefits and impediments to writing arising from the collaborative practices that were used, led to the conclusion that collaboration should facilitate the development of all the language arts skills, especially in multi-lingual classrooms. Although the advantages of having a helper for acquiring skill as a writer were less clear cut, it seems that having a helper may help the writer to acquire habits of self-monitoring, self-regulation, and developing a sense of audience. Placing the single computer in the classroom near the teacher's desk was found to facilitate both observation and interaction with students. It was also found that students should bring a dictionary to each writing session; helpers should be good instructors and knowledgeable about the computer; the hardware and software selected must have the capability to print multiple copies; the technical helper should be able to offer assistance easily from either side of the keyboard; and the word processing program must be simple to use. (DJR)