The four components of quality instruction identified by Benjamin Bloom in "Human Characteristics and School Learning" (1976) form the basis of a remedial composition program designed for disadvantaged junior college students. The first component, cues for learning, is programed into the packets of student materials. These cues include identifying what is to be learned and the proposed approach, relating new with understood learning experiences, and providing identification modes and illustrations. Two other components, participation and reinforcement, occur through practice checks of student work and posttests, and the sense of achievement students feel when they know that they are learning. The final component, feedback/corrections, exists in discussion of work unit posttests and through a process of continual diagnosis and record keeping. Index cards are used to record each student's performance and level of placement. Errors are recorded through a simple coding system that designates the error and describes its origin. (A sample record and its interpretation is included.) (MAI)