The effect on student writing of Communications I classes at the University of Northern Colorado was tested using 95 students studying under 5 different teachers and 15 students who had participated in a previous study. Two paragraphs, one written at the beginning of the term and one at the end of the term were rated for organization, development, sentence structure, word choice, grammar and mechanics on a prescribed rating scale. The results were used as a basis for three tests of improvement: (1) a "t" test of differences measuring student growth; (2) an examination of students who scored in the upper 10%, the bottom 10%, and those scoring near the mean; and (3) a chi-square analysis of effectiveness. The "t" test revealed a significant improvement in the 95 communications students at the .01 level for grammar and mechanics and at the .001 level for the other variables tested, while the 15 students who had participated in the earlier study did not show writing improvement. It was concluded that since the course appears to move all students toward a common level of ability, it should be redesigned to enable each student to maximize his writing potential. (Author/DD)