The purpose of this pilot study was to collect information on the feasibility of designing a controlled experimental project to test the effectiveness of a new grammar called "sector analysis" on improving student writing. The fourth, seventh, and ninth grade materials used in this study were based on this new approach to teaching writing. Both classes with disadvantaged and classes with non-disadvantaged students at these three grade levels were included in the project. Conclusions were that teachers who had some training with the materials tended to be more comfortable and imaginative in their teaching; an examination of student work-texts showed that the content could be understood by most classes; the materials were difficult to comprehend for students with severe language problems; and the most frequent comments by participating teachers were that their students were more aware of structure in composing sentences and were more willing to experiment with new patterns at the end of the project. An examination of writing samples of the students further indicated growth at all three levels with the most dramatic growth occurring at grade four. It was recommended that a longitudinal study be undertaken to determine if the improvement of the students was directly a result of the "sector analysis" materials. (RB)