THE RESULTS OF AN EXPERIMENT CONDUCTED AT THE CENTRAL MISSOURI STATE COLLEGE INDICATE THAT IN COMPARISON TO THE CLASSROOM LECTURE APPROACH TO COMPOSITION, THE LECTURE-TUTORIAL METHOD SAVES TIME AND RESULTS IN A SHARPER FOCUS OF SUBJECT MATTER AND A MORE INTENSE COMMUNICATION BETWEEN PUPIL AND TEACHER. A CLASS OF 25 STUDENTS WAS GIVEN ONE HOUR PER DAY, MONDAY THROUGH FRIDAY. ACCORDING TO THE INSTRUCTOR'S PLANS, CERTAIN DAYS WERE CHOSEN FOR LECTURES AND THE REST WERE USED FOR INDIVIDUAL CONFERENCES WITH EACH STUDENT. THE PARTICIPATING FACULTY APPROVED OF THE PROGRAM, AND AN ANONYMOUS QUESTIONNAIRE COMPLETED AT THE END OF THE TERM REVEALED THAT THE STUDENTS WERE OVERWHELMINGLY IN FAVOR OF IT. A LATER EXPANSION OF THE EXPERIMENT INVOLVED TEAM TEACHING AND THE SHARING OF ONE CLASSROOM BY TWO COMPOSITION SECTIONS. IN ANOTHER TEAM TEACHING PROJECT, FIVE SECTIONS OF FRESHMAN ENGLISH WERE GIVEN ONE HOUR PER DAY, MONDAY THROUGH FRIDAY, AND ALL FIVE SECTIONS MET TOGETHER ONCE A WEEK. EACH INSTRUCTOR ALSO MET ONCE A WEEK WITH HIS ENTIRE SECTION AND THE REST OF THE WEEK IN CONFERENCES WITH EACH OF HIS STUDENTS. MORE DETAILED CONCLUSIONS ABOUT THE SUCCESS OF THE TEAM TEACHING PROJECT WILL BE AVAILABLE BY 1970 AT THE CONCLUSION OF THE EXPERIMENT. (BN)