Research on the potential of the word processor as a writing tool started in the early 1980s. However, the results produced have largely been inconsistent and even contradictory, suggesting that the effects of this medium are contingent on a number of parameters such as the design and the duration of a study, or the users and their prior computer and typing skills (Pennington, 1993; Roubou, 2008). To date, there has been almost no relevant research in the Greek context. However, the ubiquitous presence of computers and the introduction of computer-based versions of popular EFL exams make it a matter of urgency to investigate the effects of the word processor on the writing process. Contrary to expectation, Greek students do not use the word processor for extensive writing prior to entering higher education. Therefore, a better understanding of this tool will have practical applications as it will enable practitioners to consider the potential of this writing medium in general, as well as the investigation of whether or not students can benefi t from this alternative mode of exam administration in particular. The present chapter focuses on one aspect of the writing process: the amount and types of revisions carried out by students composing on the computer.