A study examined what happens to student writing processes when word processing is combined with process-oriented composition instruction, and what effect this combination has on writing quality. The quantity of drafting and the amount of time spent on revisions were logged for 13 college students. In addition, a questionnaire was sent to 31 students to elicit their responses to word processing as a writing tool, to discern whether students perceived their composing processes to be changing as a result of using word processing, and to discover how they felt individual conferences affected their writing. Finally, a control group of 44 college students receiving process-oriented instruction but not using word processing was compared to an experimental group of 35 students receiving similar instruction while using word processing. The results showed that the 13 writers composed a mean of 5.51 drafts in a mean time of 9.84 hours. Revision analysis indicated the writers fluctuated widely in their computer composing styles, revision choices, and emphases. The questionnaire responses tended to be positive regarding word processing, particularly as an editing and revising tool, though technical problems were noted. Lastly, the comparative analysis showed that control group writers improved .46 points on a 12-point holistic scale, while experimental group writers improved 1.26 points. Overall, the results suggest that word processing in process-oriented writing classrooms often positively influences student writing. (HOD)