A plan for freshman-level composition which includes students at different achievement levels would make the developmental student an integral part of the college, and eliminate the humiliation of being branded "remedial." All students would participate in the class, write the same essays, and read the same material; however, students would be graded on a contract addressed to their individual needs. Entrance tests, which would include a writing sample, would aid the student in identifying his weaknesses and strengths in the areas of writing, reading, grammar, and spelling. In addition to the basic class, students would take special labs in their areas of weakness. Programmed materials designed for use in a lab are available in all four areas, and computer-based education programs are becoming widespread. The lab teachers would keep in communication with the classroom teachers, and vice-versa, sending reports on progress at least once a week. In class, no distinctions besides grading would be made concerning a student's ability. The class would focus on four things: expository writing, meaningful readings, discussion, and reading one another's papers. The student's contract would spell out exactly what would be expected of him in each lab and in the classroom. (Author/NHM)