The impact of word processing on students' attitudes and grades was studied using 235 students in 15 sections of freshmen composition at a large midwestern university. Students in the word-processing sections wrote and revised their papers on the Macintosh Plus using the software MacWrite. Students in the traditional sections used paper, pencils, and typewriters to compose and revise their papers. At the end of the semester, students in all sections completed a 15-item attitude scale. Results indicated no significant differences between the two modes of instruction on grades earned in freshmen composition. The analysis of the attitude scale indicated that the students in the word processing sections had a more positive attitude toward the course and the quality of the course than students in the traditional sections, perceived their instructors as better prepared, and felt they learned more. Additionally, students in the word processing sections felt that the course increased their interest in the subject matter, that they reconsidered their former attitudes to a greater extent, and that they enjoyed the class more than students in the traditional sections. Students in the word processing sections believed that the course format had inspired interest in learning to a greater degree than students in the traditional sections. The results imply that the word processing format improves attitudes toward freshmen composition. (18 references) (Author)