A review of the literature on individualized instruction in writing centers and other places reveals several histories, theories, and rationales for such instruction. Suggested models of instruction emphasize the progress of the individul through conferences, individualized assignments, high levels of peer interaction, and grade negotiation. The best programs are identified as those that offer an eclectic, inductive, team-designed approach to teaching composition, focusing on writing as an ongoing learning process. The worst programs are considered to be those focused on grammar and mechanics and those that are machine or program centered. Despite the many advantages that have been credited to individualized instruction, a number of objections have also been raised, including isolation from peers, superficial individualization and a fragmented presentation of modules. The number of studies that have examined the effectiveness of individualized instruction yield no consensus since many of the studies are flawed in design and inconsistent in their results. In fact, the bulk of the literature concerning individualized, self-paced or auto-instructional writing courses is subjective and highly interpretive, suggesting a need for further studies of the effectiveness of individualized and classroom modes of instruction. (HOD)