Many researchers have argued that word processing should naturally lead to better revision of written works, including students' compositions, since changes can be made easily and effectively. Yet research conducted to date has not consistently supported this notion. There have been a number of studies comparing computer-using groups with those writing by traditional pen and paper some of which showed advantage and some no advantage for computer users. For an overview of a number of studies see Pennington (1996). Some researchers and proponents of word processing in writing classes have examined only the length of compositions and number of revisions, or type of editing (surface level, deep level, editing for mechanics, structure and so forth) without examining overall quality of the compositions. This study aim at examining only the quality of revisions. In the present study, it was hypothesized that using the word processor in writing classes would enhance students' revising and editing skills. Furthermore, it was hypothesized that using the word processor in writing classes would help students develop positive attitudes towards writing in general, and editing in particular. The hypotheses were tested by designing a mixed quasi-experimental and descriptive study. Twenty-two secondary school second year students from Ozel Bilkent Lisesi were the subject of the study. The students were randomly divided into two equal groups-- the experimental, computer using group and the control group, which wrote with traditional pen and paper methods. All subjects were exposed to sixteen hours of treatment in which the word processing group used the word processor whereas the pen group used traditional pen and paper in writing classes. During the sixteen-hour experiment, spread over two months, students wrote about different topics during two-hour sessions every week. Students were given pre- and post-tests. Moreover, all twenty-two subjects were given an attitudinal questionnaire prior to the study, and the word processing subjects were given a second attitudinal questionnaire parallel to the first questionnaire after the treatment period. The first questionnaire sought to determine all the twenty-two subjects' existing attitudes toward writing, revising, and editing. The second questionnaire for the word processing group aimed at determining possible changes in the word processing group's attitudes toward writing, revising, and editing. Post-test results confirmed that the word processing group scored significantly higher in post-tests, in both editing and revising, than the pen group. In addition, analysis of the attitudinal questionnaires supported the conclusion that word processing makes writing more enjoyable, and thus, helps students develop positive attitudes towards writing.