In order to assess the effects of wordprocessing on the writing of first-year students in a college of applied arts and technology, a project at Seneca College of Applied Arts and Technology in Ontario, Canada followed a large population of students as they entered college, were taught to use wordprocessing in their writing, and used it throughout their first academic year. The study draws a profile of the writing background, attitudes, and skills held by the 650 participating students, and documents changes in these aspects over the study period. The report is in two parts. Part 1 (Chapters 1-4) is a summary report; it contains an introduction, outlines purpose, context, method, and conclusions, and reviews findings (which suggest that a broad range of students (1) enjoyed using the wordprocessor, (2) voluntarily used wordprocessing in their own writing apart from college-required writing, (3) saw wordprocessing as a valuable employment skill, and (4) saw wordprocessing as a contribution to their writing). Part 2 (Chapters 5-10) offers detailed information on the literature, methodology, interviews with students, statistical and anecdotal findings, and the writing of the students. (Thirty-nine references; and appendixes which present the survey instrument, interview questions, and writing sample instructions are attached. An annotated bibliography concludes the report.) (SR)