A practicum was designed to improve and expand the writing skills of 13 fifth-grade students placed in an upper elementary school Alternative Education program. The major goal was to provide the students with the means to improve their written output and grammar. Secondary goals were to help the children to think logically about the writing tasks and to enhance student self-images. Students were trained to use the computer and word processor and engaged in such prewriting activities as discussion, determining the main idea and subordinate details, and judging for whom the composition would be written. They kept a daily journal to which the teacher responded in a nonjudgmental manner, and the word processor was used almost daily to improve writing and student attitudes. An informal writing checklist was utilized to determine if writing skills improved. Analysis of the data revealed that the students benefitted from using a word processor in the following ways: they were able to write logically and coherently on a given topic; it was easier for them to see and correct mistakes; written output increased; they expressed their feelings in their written work; writing exercises seemed to provide an emotional release which lessened inappropriate behaviors; student use of adjectives and adverbs showed increases; spelling improved; and in some instances, capitalization improved. Classwork and homework were returned promptly. (Four tables of data are included. Appendixes include a dictated paragraph, checklist for informal evaluation of writing, first dictation and final dictation samples, a letter of permission to use the informal checklist, a key to symbols denoting writing errors, and three writing samples. Thirty references are attached.) (Author/MG)