In the absence of appropriate instruction, word processing programs in general and stylistic analysis programs in particular can reinforce the unproductive revision strategies of inexperienced student writers. For example, the predilection of inexperienced writers to see text as parts (words) rather than as whole (communication) can be reinforced by writing with computers, since only a small amount of text fits on the screen and the entire text is relatively inaccessible until a printout is made. Of even greater concern is the tendency of inexperienced writers to substitute and delete rather than add and rearrange words. The problem is heightened when students use text analysis programs, which concentrate on words rather than on the whole text. The inexperienced writer's concern about rule violations is also reinforced by spelling checkers since they identify such a limited set of errors. Students need instruction in word processing functions that allow them to add and rearrange as well as to substitute and delete; class time should be spent on rearranging text using block movements. Analysis programs should not be run until concerns about the whole essay have been addressed through conferences and repeated revision sessions. In order to use word processing effectively, students must understand the principles of effective composition and apply those principles to writing with a word processor. (HOD)