This thesis was a descriptive study of developmental writing programs in two- and four-year colleges. The following areas were investigated: identifying students who need extra language skills help; placing students in flexible programs so they can learn what they individually need to know; evaluating materials to teach skills; evaluating materials and methods of teaching the composing process itself; designing a writing program which can prescribe for student language skills problems; evaluating some existing writing programs for developmental students, and training graduate assistants to teach students to write. A chapter on administration of developmental writing programs includes training of graduate assistants, the pros and cons of assigning college grades and credit for such courses, and scheduling groups of developmental classes. Nine successful developmental writing programs are discussed in detail with an emphasis on methods that are adaptable to other schools. From an analysis of the successful programs, it was concluded that the differences between good developmental composition classes and regular composition classes are individualization of subject matter, well-trained staff, and counseling of students. (Author/TS)