The obvious necessity for a freshman English course which is geared to the individual student's needs, prior preparation, and writing behavior prompted the formation of an experimental course at the University of Texas. Three major components--diagnostic tests, contracts, and computer-assisted instruction--provide the framework for a student-centered, individualized, and self-paced course design. Using the results of a diagnostic test (with grammar, sentence-combining, and essay sections), the instructor outlines the student's course of study as sentence, paragraph, and essay objectives. This outline serves as the student's personal course syllabus and contract. Upon completion of the contract and demonstration of competence in each of the objective areas, the student is finished with the course. The student's progress and later review are facilitated through use of seven instructional computer modules which may be used as unit supplements, independent units supplemented by a handbook, or review units. (JM)