ALTERNATIVES TO THE TRADITIONAL METHOD OF TEACHING FRESHMAN COLLEGE COMPOSITION IN A LARGE UNIVERSITY WERE TESTED IN A 4-YEAR STUDY. THIS PILOT PROJECT EXPLORED THE FEASIBILITY OF COMBINING CORRESPONDENCE METHODS WITH RESIDENT COURSES IN FRESHMAN COMPOSITION AS A MEANS OF HANDLING PROJECTED INCREASES IN ENROLLMENT AT THE COLLEGE-FRESHMAN LEVEL. THIS USE OF THE CORRESPONDENCE-TUTORIAL METHOD WAS SELECTED FOR STUDY BECAUSE IT OFFERED PROMISE OF CHALLENGING, FLEXIBLE INSTRUCTION FOR LARGE GROUPS OF STUDENTS, OF EFFECTING SAVINGS OF SPACE, AND OF USING COMMUNITY TALENT AS LAY-READERS OF THEMES. THE EXPERIMENTAL GROUP IN THE CORRESPONDENCE-TUTORIAL COURSE ATTENDED ONE PROFESSOR-TAUGHT, EVENING SESSION PER WEEK. A TRADITIONAL-CONTROL GROUP WAS FORMED FROM STUDENTS IN THE REGULAR FRESHMAN COMPOSITION COURSE, AND AN EXEMPT-CONTROL GROUP WAS MADE UP OF STUDENTS EXCUSED FROM FIRST-SEMESTER COMPOSITION REQUIREMENTS. TESTS WERE ADMINISTERED TO THE THREE GROUPS AT THE BEGINNING AND END OF THE SEMESTER, AND PAPERS FROM THE GROUPS WERE EVALUATED AND COMPARED. FROM THE RESULTS, THE INVESTIGATOR CONCLUDED (1) THERE WAS NO SIGNIFICANT DIFFERENCE IN THE RESULTS PRODUCED BY THE THREE METHODS AND (2) THE CORRESPONDENCE-TUTORIAL METHOD WAS A FEASIBLE METHOD FOR USE IF INCREASED ENROLLMENTS MADE THE TRADITIONAL METHOD IMPRACTICAL. (AL)