During each fall quarter, some of the freshman English sections at Georgia Institute of Technology are taught by an experimental track method. The mechanics of English composition are categorized into specific areas of competence; these categories form the basis for three tracks, taught simultaneously throughout the quarter. Students are assigned to that track in which their writing reveals them to be most deficient; at the end of each ten-week cycle, students are retested and may be reassigned to the same track or assigned to a different one. In evaluative questionnaires completed by students, 78% of students have indicated preference for the track method over the regular lecture method. In an effort to evaluate the approach analytically, a study was made to determine whether students taught by this method in the first quarter of freshman English would earn higher grades in the second quarter than would students taught by the traditional method. Analysis of the results indicated that students taught by the track approach tended to be better prepared for the second quarter course and that the track method is equally effective with students of verbal ability above or below the median of their peers. (GW)