Two new aspects of English composition were studied in a 10-week project involving 104 Grade 7 pupils and 4 teachers. One method, the Speaking-Listening-Writing approach involved the use of dictation equipment used by students and teachers in the audio-instructional program. The second experimental method of composition involved a transformational sentence-combining program to replace instruction in formal grammar. Four different conditions of composition instruction were included: (1) audio-instructional approach to composition using sentence-combining instead of a traditional curriculum; (2) audio-instructional approach with a traditional curriculum and sentence-combining method; (3) sentence-combining model, no machines nor teacher feedback used; and (4) "conventional" grammar and composition program. The results indicate that a method of composition instruction which allows the student to speak their ideas before they write them and also allows the teacher to give individual changes. No indications of any favorable changes in syntactic patterns were found. The consensus concerning the Speaking-Listening Writing approach is that further research is needed. The appendix includes references on transformational sentence-combining, audio instruction, and general information. (GR)