A study investigated the effects of using a computer image projected on a large screen to teach revision to college students. Subjects, 19 students at DePauw University, enrolled in a writing intensive literature course in a Writing across the Curriculum program, were divided into test and control groups. It was hypothesized that the modeling of collaborative revision on the computer in the classroom would lead to (1) the submission of better student papers; (2) greater changes in the student's writing process, especially a deeper definition of revision; and (3) more positive attitudes toward peer collaboration, than would teaching revision through discussion of a fixed text. Conclusions were reached on the basis of instructors' and blind readers' grades on 114 papers (drafts and revisions), questionnaires on writing attitudes and processes, student self-reports, and classroom observation. Findings revealed that the mean scores of papers for all students increased, but there was no statistically significant difference in mean scores from the test and control groups. Although it was impossible to determine the effect of the computer revision sessions upon attitudes toward peer collaboration, the survey and observations suggested that the use of the computer in the classroom helped students improve their writing, raised their consciousness about the composing process, and helped them develop a more radical definition of revision, than the use of a fixed text. (ARH)