In fall 1991, Solano Community College (California) undertook a study comparing the writing skills of students in an integrated course combining history and freshman English composition with students in unpaired history and English classes. Students were divided into three groups: the integrated class and two control groups, one taking history only and one taking history and composition as separate courses. The results of two essays written in the 4th and 13th weeks by the three history classes were examined. Distributions of essay scores and final grades indicated that the integrated class methodology improved student learning in both writing and history, especially among serious students. The evidence further indicates an increased likelihood of success in history for those students who have already taken a college composition class, and underscores the value of discussing readings in class to effective writing in history. Appendixes contain essay exam questions; essay scoring criteria; statistical test data; tables of means for groups with and without drops; and a list of data gathered for the whole study population. (JSP)