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A study sought to determine whether the experience and quality of writing changes when novice writers who compose on computers are supported by a more interactive guided-writing program. Subjects, 143 seventh- and eighth-grade students in San Diego were assigned by intact classes to one of five versions of computer-guided writing software. The programs were created combining three hypothesized types of guides: structural chunking, rhetorical interventions, and on-line guides. During a treatment period of 3 weeks, students wrote two reflective essays using their assigned version of the software. The essays were scored holistically based upon the California Assessment Program's Scoring Guide for Rhetorical Effectiveness. Students also completed a metacognitive assessment and an attitudinal questionnaire concerning satisfaction in using computers. Analysis of the data showed support for one version of the guided-writing software. The program featuring structural chunking and on-line guides provided statistically significant differences compared to the control group in terms of rhetorical effectiveness. Results also demonstrated a statistically significant benefit in cognition when compared to one of the other treatment groups. No significant differences in attitude toward using computers could be attributed to the treatments. (Twenty-six tables and 21 figures are included; the index of writing awareness, tracking data, teaching guides, and sample screens are attached. Contains 88 references.) (Author/RS)