This study develops an integrated reading/writing curriculum for the "new" college students. It is based on four assumptions. The first is that the reading of long, complete selections (books, speeches, essays) facilitates comprehension. The second is that the writing of at least three-hundred word essays improves writing ability. The third is that writing is a recursive process. The last is that collaborative learning is valuable because it enables students and teachers to share power and responsibility for planning and evaluating not only course content but also student and teacher performances. The assumptions are derived mainly from the cognitive structure theory of Frank Smith and the non-directive psychological theory of Carl Rogers. The humanist approach of Carl Rogers is applied to the pedagogical process by Rogers himself; Richard Young, Alton Becker, and Kenneth Pike; Kenneth Bruffee; and Peter Elbow. Psycholinguistic and particular composition and writing theories are cited to support the theories of Smith and Rogers. All these theories explore how one grows in understanding and becomes a mature reader and writer. The research leads to instructional principles, and from them, 1 developed the rationale for the content of the curriculum, the procedure for selecting materials, and the eight course components. The integrated reading/writing curriculum includes these components: 1) Orientation; 2) Assigned Readings; 3) Personal Reading; 4) Informal Writing; 5) Formal Writing; 6) Conferences; 7) Special Help; and 8) Evaluation. Each of the components includes an overview, materials needed, teacher's goals, student goals (surmised), proposed activities, and evaluation by teacher and students. The proposed curriculum is complete and ready for use as a pattern in an actual classroom. The study analyzes the curriculum to see if it has remained true to its theoretical base. I develop analysis criteria for the instructional principles and the course components are duly analyzed according to these criteria. The results show that the curriculum did reflect the theoretical foundation. I conclude that it is not only possible to develop a curriculum from a theoretical base, but that it is possible to develop a non-directive, humanities-based curriculum for non-traditional students, in a formal educational setting. Such a course of study can include components which help these students learn how to improve their reading and writing abilities. For further research, I suggest that the curriculum could be field tested in both urban and rural settings. I also suggest that others may wish to experiment with different humanist and/or liberal arts based curricula. / Ed. D.