The effect of microcomputer word processing on college students' writing was investigated with three sections of a required freshman English course at Indiana University of Pennsylvania. Half of the subjects were randomly selected to use the university microcomputer in a laboratory setting to write eight essays, while the other half worked in their usual handwritten or typewritten modes. Measures focused on dimensions of attitude (pre- and post-anxiety, pre- and post-readiness, and reaction); performance (organization, idea development, grammar usage, sentence structure, and grade); process (brainstorming, outlining, rough drafting, and working on revisions); and computer resource costs. Final grade and sex were also recorded. Changes in measures were not consistent across the three sections. Results indicated that the overall effect of word processing on writing varies with the writer and with general factors related to the teacher and the class. Although the data do not support any general statements about the effect of word processing on writing, word processing use will be continued because it fits well with the current emphasis on process in writing, students like it, no major failures occurred, and positive changes in writing behavior were observed. Three references are listed. (Author/LMM)