A study was conducted to describe and evaluate the sequential English composition program at Illinois Central College, and to develop an evaluation model designed for adaptation to local needs of other community colleges. Each of six sequential courses, ranging from highly remedial in nature to creative writing, was described in detail, including official description and objectives designated for students, and in terms of college and division philosophies. Among the techniques used to evaluate the program were criterion-referenced evaluation, analysis of logical consistency within the program and with the philosophies of the college and division, various measures of student satisfaction, and a survey of instructor attitudes. Evaluation results revealed that from 85% to 99% of the students involved were supportive of the program, although they wished it were more practical, and, overall, instructors were quite positive about the program. It was concluded that the sequential composition program was an extremely sophisticated, carefully constructed, creatively designed sequence of compositional activities sensitive to the needs of students and the philosophies of the college and division. An extensive bibliography and study-related materials are appended. (JDS)