There are particular theories and concepts that teachers of writing use to inform pedagogical practice--outcomes and understandings that teachers hope students will carry with them into their academic and professional lives, as well as their civic involvements. The field of composition has theorized the term "community" in relation to the adjectives preceding it. These adjectives--interpretive, speech, discourse--situate the term in ways particularly relevant to teaching contexts and research interests. As with many concepts in the field, understandings of interpretive community, speech community, and discourse community have been both widely accepted and often contested. Now, with millions of people corresponding online, traditional conceptions of how people meet, speak, and interact are being rethought. Included in this rethinking is the teaching of writing, as discussions of online writing classrooms and online writing groups are frequent among scholars in the field. This article discusses how the sense of writing is changing due to correspondence within the "community" via online versus the traditional classroom.