The components that one midwest community college uses in its remedial English composition program reflect applications of behavioral theory and include an explicit course goal; twelve small, sequential, cumulative instructional steps; explicitly stated behavioral objectives (based on Bloom's taxonomy in the cognitive domain); three forms of criterion referenced tests for each of the steps and in correspondence with the stated objectives; immediate feedback on all tests; non-punitive grading scale; and pretesting and posttesting that corresponds with course goals. Other components of the program that are convenient features for the students include an open writing lab, individualized tutoring, and self-pacing. The program also uses a post-course evaluation questionnaire as an experimental component. (To illustrate how these components interact, the progress of a typical student through the program is described.) (RL)