A study involving English Composition and Remedial English classes at five community colleges was conducted during Winter 1978 to test the effectiveness of the Response System with Variable Prescriptions (RSVP) Program for Individualized Analysis of Writing, a software package designed to produce feedback statements that reinforce student learning and help correct writing errors. During the study, six sections of Freshman Composition and three sections of Remedial English were taught with RSVP. In these classes, faculty examined student essays, marked computer cards with the errors needing prescription statements, and distributed the RSVP-generated reports to their students. An equal number of sections in both courses were taught without RSVP, and both groups of students underwent two objective and one essay test at the beginning and end of the course. At the end of the quarter, questionnaires were distributed to determine student attitudes toward writing and the class itself, and to solicit faculty opinions concerning the RSVP system. Major findings indicate that while most students and five of the nine instructors rated the RSVP system positively, pre- and post-essay-tests did not yield statistically significant differences between the RSVP and non-RSVP groups. Questionnaires and sample feedback statements are appended. (JP)