This project/study introduced the use of computers in one freshman composition course to determine whether the instructor and the students could accomplish more in a computer-based rather than a traditionally structured course. The assumption was that students would produce better essays on the word-processor and printer, and that the instructor could more efficiently help students with revision, despite her low awareness of technical pedagogy. The experimental section included 23 students at the beginning and 14 at the end, a withdrawal/failure rate not uncommon in other sections and thus no reflection on computer-assisted composition. Results based on personal experience and student surveys revealed that the instructor had a difficult time covering the usual syllabus and that covering the material kept the students from being in the computer lab as often as had been intended. The students, however, did learn more; they completed the work outlined in the usual 101 class, and they learned to use the computer and the WordPerfect program. The students were neither more nor less successful than other 101 students. Finally, the computer was an ideal tool for revision, but not for creating. Students were overwhelmingly inclined to write important in-class essays by hand. (The appendix contains a nine-page course survey and analysis.) (KEH)