A course designed for college students with severe writing problems, especially those stemming from nonstandard speech patterns, was adapted to a variety of noncollege settings: two high schools, a labor union, a manpower training program, and the staff education department of a psychiatric hospital. Each setting attempted to integrate classroom instruction in rhetoric and syntax with laboratory autotutorial work on standard written English. Success was limited at the union sites by participants' lack of motivation to improve their writing skills, at the high school sites by students' lack of motivation and difficulty in managing self-instruction, and at the manpower site by administrative instability. A successful continuing adaptation model, however, was established among the highly motivated workers at the psychiatric hospital. An evaluation of project results indicates that adapted models of the course would succeed in efficiently operated social service agencies and in stable job training programs committed to developing literacy skills. Any model designed for learners of high school age and younger, however, would require an in-depth revision of materials and procedures and a reorganization of the curriculum. (MM)