Discusses the benefits of using a word processor for composition in the areas of prewriting, revising, proofreading, and printing. (AEA)

Presents and discusses three confessions regarding the effects computers have had on writing processes and products of three writing teachers. Suggests approaches to the use of word processing in composition courses and to research on such use. (SD)

Offers five easy ways to help teachers become a computer expert: (1) meet a computer; (2) meet people experienced in using computers; (3) learn the lingo; (4) read about computers; and (5) find out what computers can do. (EL)

Points out that revising one's writing on hard copy after using the word processor for composing (1) reduces both computer and writing anxiety, (2) provides greater opportunity for decentering, and (3) is more comfortable to revise on hard copy than to revise onscreen. (EL)

Offers comments on an article appearing in a recent issue of this journal in which the writer argued that word processing enhances student writing performance. Includes a response by the article's author, Don Richard Cox. (FL)

Shows how basic writing students' knowledge of how to use the computer to produce new, revised drafts of their essays in approximately an hour led to their productive use of word processing. (EL)