The author discusses whether text on computer screens (videotext) should be given a human `voice'. He focuses on computer-assisted writing instruction and suggests a framework for designing computer personalities to match user preferences.

Word processors with adjustable video screens are used to test students' writing facility with and without visual feedback. Lack of visual feedback seems to have a salutory effect in forcing concentration onto emerging thoughts rather than words and sentences. It also prevents interrupting the train of thought to edit and correct every few sentences. `Local editing' is regarded as counterproductive because it deals with individual words and lines instead of reconceptualization and reorganization. For some students, however, the lack of feedback per se was disturbing and thought-disrupting.