A study in which the patterns and possibilities of free modifiers in the writing habits of three students, who were rated low in language ability, is described. The primary purpose of the study was to determine if complicated syntactic elements used as free modifiers could be lifted from the complex subject of grammar and be presented as "sentence additions" to kernel sentences that students were already writing. The study thus involved instruction and practice in writing, and traced for five weeks the development of free modifiers in the written expression of three tenth grade students. (Author/DB)