Compares course completion rates for students enrolled in sections of a required first-year writing course taught in a microcomputer laboratory/classroom to the course completion rates for pen-and-paper sections of the same course. Finds higher course completion rates for students enrolled in the microcomputer sections. (RS)

Compares English-as-a-Second Language (ESL) students in first-year English classes writing in two contexts: in a networked computer class and in a traditional lecture-style class. Shows that the networked setting promoted better writing and more peer and teacher feedback, and that the traditional setting promoted more improvement in writing. (RS)