Proposing that the utility of formal grammar instruction has never been put to the test, this booklet first explains the heretofore negative research results and explains why all the good intentions behind them have not kept those results from being essentially useless. The remainder of the booklet describes an experiment in which there were no textbooks, grammar books, outside reading, homework, drills, lectures, prewriting, revision, or outside assigned writing. Two experimental classes of remedial English students were given in-class essays to write and grammatical problems to solve. (A sample problem is presented.) The final test results were compared to test results of four control classes, showing no difference between the experimental and the control groups. (HOD)