A protocol study investigated whether computer tutors (programs that interactively guide writers while they freewrite with a word processing program) promote or hinder a richer understanding of the composing process. The analysis focused on writers' attitudes toward computer tutors in the invention process. Data were collected by tape recording a single college freshman as she acquainted herself with word processing and computer tutors. The student was asked to verbalize everything she was thinking, whether or not she thought it was relevant. This resulted in a record of the entire writing process, from generating ideas to processing lower-order concerns, such as spelling and proper keystrokes. Analysis of the protocols revealed that she seemed to be engaged by the interactive invention program but never indicated that she thought the computer was intelligent or possessed of human qualities. Although the subject was aware of the on-line help feature, she never took advantage of it, seeming content to use the word processing program as a glorified typewriter and missing out on the chance to revise and edit using features such as cut-and-paste or search-and-replace. Her reluctance to use these special programs represents general student attitudes, indicating students still are not convinced their writing could benefit from these computer tutors. (A list of 11 references is included, and transcripts of the protocols are appended.) (AEW)