To compare the results of three different methods of grammar instruction in remedial freshman English, three groups of 16 students each--matched on SCAT total raw score, age, and sex--were used as subjects. The approaches used were (1) formal instruction based on a traditional grammar textbook--control group; (2) discussion of the class' writing as viewed on an overhead projector, without formal grammar instruction--first experimental group; and (3) use of a programmed grammar textbook for formal grammar instruction--second experimental group. Although all three groups made some progress during the semester, results showed no statistically significant differences in writing skills among them, indicating that the three methods were equally successful. The study also pointed out the need for better instruments for measuring writing skills, especially for the 2-year college. (Author/JMC)