A study examined the effects of using a microcomputer for writing on the composing processes and attitudes toward writing of three non-native college students. The subjects were a Korean, an Egyptian, and a Pole, former students of remedial writing in English as a second language (ESL). The data used included multiple drafts from a previous semester's writing, transcripts of interviews, word-processed multiple drafts, field notes of the students' verbal and nonverbal writing behavior, students' process journals, and videotapes of their word processing. The students received initial instruction in using the software and were then told to use the computer to complete their present ESL class assignments. The results indicate that the subjects, each of whom had characteristically done extensive revising with pen and paper, did not use computer time to revise. One used it as a tool for generating ideas, another used it for editing, and the third used it for gaining familiarity with the technology. The study further examines the reasons for each student's distinctive use of the computer. (MSE)