Raises issues connected to the new teaching problems that accompany using computers in writing classrooms. Discusses three general categories: difficulties in transferring successful practices; difficulties in expanding successful practices; and difficulties in simply understanding which teaching practices may turn out to be successful. (MG)

Presents some of the better-known models to describe the process to writing. Combines some of their common features into a framework that is useful for thinking and talking about the roles that computers may play in supporting "the writing process." (MG)