An intervention study was designed to implement and evaluate an instructional program combining the writing process and computers to improve the writing quantity and quality and investigate the apprehensions of middle level students. Subjects, 75 sixth-grade students, were chosen from a relatively small rural school system. The intervention took place over approximately 28 weeks within 2 of the intact 6th-grade classrooms. The 2 experimental groups were involved in a newspaper writing program 2 days per week, 2 hours each day. A control group receiving traditional classroom writing experiences was also employed. Pretest analyses of variance determined that there were no significant differences between the groups on any of the measures used prior to the intervention. Posttest analyses of variance supported the hypotheses that the use of the writing process approach is superior to traditional methods of teaching writing and that the use of the computer enhances the process. (One figure and 3 tables of data are included and 19 references are attached.) (MG)