This dissertation presents a rationale for the use of a backward sequence of instruction (most often termed backward chaining) in the design of a programed, self-instructional text teaching college students to write logically organized paragraphs, make the organization of a research paper clear, and logically organize a research paper. The 250-page programed text based on that rationale is explained. a sample programed unit using a simplified version of the Christensen method of paragraph criticism is included, and a description of the implementation with 46 community college students follows. The three versions of the text used were backward sequenced, forward sequenced using the same materials, and forward sequenced with the material designed to foster discrimination of the discriminative stimuli deleted. The backward sequenced version resulted in significant increases in favorable effect, the ability to logically organize paragraphs, and the ability to make the organization of the paper clear. No significant gain scores were obtained for any other version of the text in either skills taught or affect. (Author/JM)