AN EXPERIMENTAL PILOT PROJECT WAS ESTABLISHED DURING THE 1962-63 SCHOOL YEAR IN VARIOUS ISRAELI SECONDARY SCHOOLS TO EXAMINE PROBLEMS IN TEACHING WRITTEN COMPOSITION. THE PROJECT USED EXPERIMENTAL AND CONTROL GROUPS COMPARING TWO SYSTEMS OF INSTRUCTION--(1) THE ASSIGNMENT AND CORRECTION OF COMPOSITIONS, AND (2) A STRUCTURED SYSTEM OF STAGE-BY-STAGE INSTRUCTION IN A PREDETERMINED PLAN. A SECONDARY AIM WAS TO NOTE IF THE SYSTEMATIZED TEACHING OF COMPOSITION SKILLS WOULD LEAD TO IMPROVEMENT IN GENERAL LINGUISTIC ACHIEVEMENT. STAGE A OF THE PROJECT CONSISTED OF ADMINISTERING STRUCTURED EXERCISES ON THE PARAGRAPH--ORGANIZATION, CONTENT, AND KEY SENTENCES. STAGE B WAS CONCERNED WITH THE IMPROVEMENT OF LINGUISTIC FAILURES DETECTED FROM STUDENT COMPOSITIONS PREPARED DURING STAGE A. THE RESULTS OF THE EXPERIMENT INDICATED THAT THE STRUCTURED COURSE ENABLED STUDENTS TO WRITE BETTER-ORGANIZED PARAGRAPHS AND COMPOSITIONS THAN DID TRADITIONAL METHODS. THIS RESEARCH PROJECT RESUME ALSO INCLUDES SAMPLE EXERCISES AND CHARTS OF ACHIEVEMENT RATINGS. (FB)