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Abstract
While word processing is the most commonly used and most thoroughly investigated of all computerized writing aids, programs developed for analyzing texts and suggesting revisions in texts are growing in popularity. Collins (1989) notes that after word processing, text analysis programs are the second most commonly used computerized writing aid in composition classrooms.
In this paper, computerized text analysis will be examined by considering questions related to (1) how computerized text analysis programs function, (2) the history of computerized text analysis, and (3) the claims of previous research on computerized text analysis. Based on an analysis of these questions, claims made for the effectiveness of computerized text analysis as a writing aid for ESL student writers must be viewed with doubt.