We need to use great care when we integrate microcomputers into our classrooms. This means we avoid software which concentrates exclusively upon subskills or isolates them prematurely. We also avoid software which neglects or fragments the processes involved in writing. We reject these unsound microcomputer uses for the same reasons we reject other unsound teaching practices. They don't teach writers how to write.
Microcomputers do have exciting possibilities as writing tools if they are used well.
The problem is separating the many ineffective uses from the good ones, and once teachers know what to look for, this isn't difficult. Good computer-assisted instruction programs are integrative, interactive and individualized. They are easy to operate and user-friendly. Many writing teachers and researchers have focused on word processing as one of the most valuable uses of microcomputers in the writing classroom. Since they no longer have to recopy, students are more willing to revise.