The purpose of this study was to design a competency-based curriculum for an English major in a liberal arts college. Questionnaires were mailed to 248 English majors graduating from public and private liberal arts colleges during the 1968-73 period. The questionnaire was made up of cognitive learning and affective learning categories following the Bloom, Krathwohl, and Masia taxonomies. Of the 248 questionnaires sent out, 102 responses were received. Seventeen competencies were derived as being essential to English majors. It was concluded that the competencies resulting from this study can be considered as a model for an English major in a competency-based curriculum in a libeal arts college. (Author/RB)