To learn more about the impact of word processing on the writing of college freshmen, a 2-year study involving 320 students of average writing ability investigated whether (1) students using word processors write significantly better than those who do not; (2) manipulating and improving sentences on a screen affects students' awareness of grammar, sentence structure, and idiom of standard written English; (3) students using word processors demonstrate a distinctive pattern of writing improvement; (4) word processing affects writing anxiety; and (5) a particular subgroup (men/women, resident students/commuters, or students with computer experience/without experience) is more likely to benefit from the use of word processing. Results indicated that the use of word processing significantly enhanced students' essays. Statistics revealed a pattern of spurts in the progress of these students. Findings showed that using computers significantly reduced writing apprehension while significantly increasing a student's ability to recognize standard written English. Scores indicated that commuters performed best using word processors. Finally, results indicated that computer intervention in the form of a spelling check inhibited spelling performance, though it did not affect writing apprehension. (Appendixes include syllabi for the courses "College Writing 107" and "Rhetoric 108," a two-part writing placement/proficiency examination, grading material, and a student questionnaire.) (JD)