A study examined and compared writing with and without microcomputers in elementary schools. Specifically, the study examined (1) how the products of writing instruction with a computer differ from the products of traditionally taught writing, (2) the process of teaching writing, (3) teacher-pupil roles when pupils are writing, (4) teacher attitudes toward writing, (5) student attitudes toward writing, and (6) reading scores of pupils who write with microcomputers as compared with those of pupils who do not use microcomputers. Subjects, 90 teachers and 180 students from grades 1, 3, and 6 in the Toronto (Canada) public schools, were divided equally into three control and three experimental groups, according to grade level. The experimental groups used microcomputers for writing while the control groups used traditional methods. Findings indicated that elementary school children, particularly those in the primary grades, increased and improved their writing by using microcomputers, and that such results could be obtained in a classroom in a six-month period with only a few computers. Findings also indicated that, for the students, the process of writing with microcomputers differed from the process of writing with traditional tools, and that it differed by grade level. Results suggested that the use of microcomputers for teaching writing in the elementary grades is compatible with the philosophy of teaching writing encouraged by the Ontario Ministry of Education and the Language Study Centre of the Toronto Board of Education. (References, six appendixes, and 32 figures are attached.) (NKA)