A proposal to establish an experimental non-graded course in English is described, along with the results from the students' course evaluation. The following hypotheses and responses are disclosed. It was believed that a non-graded class situation would (1) have a positive effect on the student, (2) improve student-instructor relationships, (3) encourage cooperation among students, (4) result in greater student involvement, and (5) encourage self-initiated reading and creativity. Student evaluation showed a general positive reaction toward the non-graded approach. Specifically, they felt free of tension, unnecessary pressure, and competition for grades. The non-graded course, however, did not increase their interest in the subject matter. Students regarded the instructor positively and saw him as a helper rather than as a distributor of grades. They did not feel the instructor's effectiveness was diminished. The class as a whole worked together and the students were encouraged to help one another. Feelings toward involvement in class discussion were highly positive. The students also felt encouraged to produce a good paper and to explore new ways of self-expression. The student questionnaire is included. (MN)