This paper reports on a pilot project which examined the effects on essay writing skills in advanced German of computer-based teaching which allowed a co-operative approach to writing and the pmvision of immediate teacher and peer feedback through the interactive display and networking of student work. Third year German students were assigned to computer-based or conventional teaching groups taught by two different teachers using common materials and the same task-based approach. Prior to implementation of the project and again at the end, students were given a standard writing task to allow the level of their writing skills to be evaluated structurally and linguistically. The major focus was on the development of arguments, together with appropriate introductions and conclusions. Grammar and expression were also measured to check whether the absence of an explicit focus on grammar had a detrimental effect on accuracy.