THE EFFECTIVENESS OF AN INTEREST-MOTIVATED METHOD OF INSTRUCTION IN REMEDIAL ENGLISH WAS EVALUATED. ALL STUDENTS INVOLVED IN THE PROJECT WERE PERSONS WHO HAD GRADUATED FROM HIGH SCHOOLS IN THE LOWER 40 PERCENT OF THEIR CLASSES. THEY WERE ADMITTED TO COLLEGE ON A PROBATIONARY BASIS. EIGHT GROUPS OF STUDENTS WERE INVOLVED. FOUR GROUPS WERE DESIGNATED AS EXPERIMENTAL, AND THEIR CLASS PROCEDURE FOLLOWED THE INTEREST-MOTIVATED METHOD OF INSTRUCTION. THE REMAINING GROUPS FOLLOWED A TRADITIONAL METHOD. THE COURSES RAN CONCURRENTLY AND COVERED TWO 15-WEEK SEMESTERS. THE PRIMARY STUDY MATERIALS EMPLOYED IN THE FOUR EXPERIMENTAL GROUPS WERE "NEWSWEEK" MAGAZINE AND SELECTED NEWSPAPERS. STUDENTS PRE- AND POST-EXPERIMENTAL ESSAYS WERE JUDGED ON THE ELEMENTS OF MECHANICS, ORGANIZATION, AND INTELLECTUAL CONTENT. ANALYSES OF VARIANCE WAS RUN ON THE SCORES. THE EXPERIMENTAL METHOD WAS NO MORE EFFECTIVE IN TEACHING THAN THE TRADITIONAL APPROACH. IT WAS CONCLUDED, ALSO, THAT REMEDIAL ENGLISH COURSES SHOULD BE OF NO GREATER DURATION THAN ONE SEMESTER. MEANINGFUL OBJECTIVE CRITERIA WERE DEVELOPED FOR SCORING STUDENT ESSAYS. (JC)