To determine the effects of a permissive, nonpunitive learning climate on the affective and cognitive learning of black freshmen English students, 30 black freshmen English students were grouped heterogeneously in a writing laboroatory at Hampton Institute during the 1971-72 academic year. Three hypotheses were tested: (1) communication is a process involving both listening and speaking that can be stimulated in a supportive climate; (2) the development of communication proficiency must be based on both affective and cognitive change, and (3) the emphasis should be placed on developing a good relationship among all participants. The affective goal was to advance the student one step on a six-step scale which included the nonreceiver, the absorber, the responder, the speaker, the organizer, and the synthesizer. The cognitive goal was to increase the student's California Achievement Test Language proficiency pretest by one grade level on the California Achievement Test posttest. Results reveal that the average affective growth was 1.7 inventory steps, and average cognitive gain was 1.46. Grade levels exceeded the established goals. (Author/SW)