The computer can improve writing instruction only if it is integrated into a systematic pedagogy that distinguishes between writing behavior and higher order cognitive skills. Underlying the present concern with the writing process is the behaviorist assumption that promoting a certain writing behavior can provoke thought. Unfortunately, while computers can change writing behavior--causing students to revise more, for example--they cannot change student writing. Teachers may contribute to problems with using computers or word processors in writing when they quickly criticize technical problems or are unable to adjust their teaching to technical innovations. Educators need to set limits on how useful they want computers to become in instruction. Invention, for example, should be left to pencil and paper both because most computer programs are only mimicking classroom pedagogy and because computerized invention programs do not allow for serendipity. If the computer is left to help with more mechanical writing problems, instructors will be freed to help students develop higher level cognitive skills. (MM)