Research about writing and the teaching of writing has demonstrated that writing is a process, that thinking and writing are inextricably connected, that workshop and tutorial methods are more efficient than teacher or textbook dominated instruction in writing, and that correctness does not have to be a major concern in the teaching of writing. Although computer assisted instruction for the language arts classroom is still in its infancy, researchers are already developing tools that help writers by interceding in writing processes. Effective prewriting programs, for example, offer the type of instruction trained teachers give in writing conferences. Research findings also confirm five important assets to word processing: (1) students often develop into more fluid writers; (2) revision is more intensive and varied, and is sustained over a longer period of time; (3) illegible handwriting is no longer an obstacle; (4) since they no longer have to recopy, students are more willing to revise; and (5) writers develop a deeper understanding of their writing processes. Other researchers are developing computer software to assist writers with locating and identifying errors. All of these research findings emphasize that microcomputers are helpful in classrooms when they are used integratively, with sound teaching methods, and that they are destructive when used out of context, without respect for the ways students learn to use language. (HOD)