This study examined the interaction of selected student personality factors and teachers' comments upon students' abilities to improve in composition writing in one sequentially developed curriculum, comprised of a series of six lessons, each of which preceded an in-class composition. Subjects, 163 students in eight eleventh grade English classes in two New York City public schools, were administered the Sequential Test of Educational Progress--Writing, Forms 2A and 2B and the Edwards Personality Inventory, Booklets II and III, from which seven scales were extracted for purposes of identifying students. The experimental group received teachers' comments on each of six compositions, with each pupil receiving a total of nine positive and nine negative comments. The control group received the same format and substance of the six composition lessons without teachers' comments. Analysis of results showed: no significant differences between the posttest scores for control and experimental students, no significant differences between the posttest scores for students possessing six of the seven personality factors, and significant differences between posttest scores for students identified as being sensitive to criticism in the total group and for those identified as being not sensitive to such criticism. (Author/JM)