This study, undertaken at Bradley University (Peoria, Illinois), sought to determine the comparative effects on writing skills and knowledge of students in two different sequences of English composition: (1) two semesters taken the freshman year, English 101-102, and (2) one semester taken the freshman year and one semester the junior year, English 101-300. An evaluation of the adequacy of the 101-300 sequence as composition preparation for teaching English in the secondary school was made concurrently in the study. Results of a standardized composition test, theme analyses, and evaluations by composition instructors showed slightly greater, but not statistically significant, gains in writing proficiencies in the 101-300 sequence than in the 101-101 sequence. Greater maturity and ability in analyzing, organizing, and expressing complex ideas were shown by students completing the 101-300 sequence which provides the added benefit of a review of writing principles and practice at the upper-class level. However, the level of achievement in writing skills and knowledge shown by English-Education majors in English 300 indicates that additional composition requirements are needed to provide more than minimal qualifications for teaching English in the secondary school. (Author(LH)