A qualitative study examined the revision of writing on the word processor of two re-entering students in advanced composition in comparison to three traditional-age students. Its purposes were to see whether there was any difference in adaptation to the word processor between the two groups and whether each writer had a consistent revision pattern when composing using the word processor. Twelve composing processes by each student were recorded on videotape and then analyzed by the Bridwell coding scheme. Additional data collection procedures included retrospective interviews about three essays by each student, daily student logs, interviews of the students and of the instructor, and measures of each writer's computer and writing apprehension. Analysis indicated that the amount each student revised varied from essay to essay, that substitution was the main revision operation for all five writers, and that the writers' revision styles were not the same for every composition. The re-entering students revised more than the traditional age students, especially making more multi-sentence revisions. They managed time better than two of the three traditional-age students and had no more apprehension about writing or the use of the word processor; in fact, they learned to use more of the word processor's capabilities. (RAE)