With the increase in availability of computers in schools and classrooms, computer assisted instruction has undertaken an important role in the writing classroom. The purpose of this study was to determine whether using the word processor in the writer's workshop enhances the quantity and quality of student writing. I investigated the mechanics, grammar, and spelling errors of two groups - one using the word processor and one using the traditional pencil and paper method to write. The participants in the study consisted of 60 ninth grade at-risk students in four classes. Assessments indicated that students who used the traditional pencil and paper method produced higher quality writing but wrote less than those who used the word processor. A majority of students in both groups expressed that they would rather use the word processor than the traditional paper and pencil method. However, the observational data indicated that students' keyboarding skills were, in many cases, not sufficiently developed to allow for comfortable and effective use of the word processor. The results of this study were communicated to the learning community through a focus meeting with the English department and the instructional supervisor. One value of the study may be that it points out an urgent need for improving computer literacy courses in middle school.