In integrating word processors into the structure of a freshman writing class, the instructor has two alternatives: to teach the course specifically as a word processing course, or to offer a word processing option to students on a volunteer basis, either in substitution for some other activity or as extra credit. The first method is good if one can limit class size to the amount of word processing equipment available. While the second alternative assures genuinely interested students the opportunity to learn word processing, it does not permit classroom discussion of lab activities. Whichever method is chosen, freshman writers should not be asked to do their papers on the word processor following a quick mini-course or demonstration. Instead, weekly exercises should be designed to demonstrate how word processing functions can help solve typical writing problems. It is also important not to overwhelm students by teaching too many commands at once. Since freshman writers are generally less experienced problem solvers than upper classmen, have not had as much exposure to computers, and barely have developed efficient writing habits, they usually need greater initial supervision in using the machines, a more controlled exposure to the various word processing options available to them, and clearer connections made between the word processor's capabilities for changing text and the demands of the writing process itself. (HOD)