The purpose of this review of literature was to synthesize a wide range of both quantitative and qualitative studies of teacher implementation of computer-assisted writing curriculum methods. Studies on the effect of computer-assisted learning, the relationship of computers and children's writing, and assessment methods for traditional and electronic writing environments were reviewed. Computer platforms of word processing, interactive multimedia and hypermedia were juxtaposed with inherent problems of assessing these newly popular and proliferating writing curriculum environments. Potential obstacles, possible solutions, and new concerns for evaluating students' electronically published writings were addressed to illuminate available directions to the dilemma of teacher assessment of electronically created writings. (Contains 3 figures and 62 references.) (Author/SLD)