This report describes the Learning Disabled College Writer's Project, implemented at the University of Minnesota during the 1985-86 school year and designed to aid learning disabled college students master composition skills through training in the use of microcomputer word processors. Following an executive summary, an introduction states the need for such a program, the intent of the program, and what it consists of. Section 1 of the report offers a program description, including information about microcomputer word processing training, the employment of microcomputers in freshman composition, and career exploration and transition to employment. Section 2 lists eight performance objectives, including (1) the creation of a research base, (2) curriculum design, (3) the identification of participants, (4) pilot offerings, (5) transition to employment, (6) evaluation, (7) dissemination of the findings, and (8) cyclic planning. Seven evaluation hypotheses are also included, such as the suggestion that the writing curriculum will allow learning disabled students to write at levels comparable to their nondisabled peers, and that career networking intervention will lead students to report increased motivation in academic pursuits. Section 3 contains a student profile, while Section 4 contains conclusions and recommendations. (Training guidelines, student comments, and 15 tables are appended.) (JC)