A personalized system of instruction (Fred S. Keller, 1968), "English 3200," was designed to teach applied sentence writing skills to high school students. Using the programmed textbook of the same name (J.S. Blumenthal, English 3200, New York: Harcourt, Brace, Jovanovich, 1.972), English 3200 was piloted and implemented in a two-phase study during the Summer Session and Fall Quarter, 1979. The project was undertaken at Burris Laboratory School, an academic department in Ball State University Teachers College, to evaluate English 3200 in terms of its exportability to public school settings. A total of 49 high school students from seven Muncie, Indiana, area high schools participated in the study.Three criteria were identified for determining the exportability of English 3200. First, was the course economically efficient in its use of student and teacher time, space, and materials? Next, was English 3200 effective in teaching grammatical usage in sentence writing? Finally, was the instructional package desirable for exportation t o public school settings?Instructional procedures and materials were developed to maximize the efficiency, effectiveness, and desirability of English 3200. Study guides and alternate forms of unit tests were constructed. Procedures for identifying and utilizing student proctors, for monitoring, stimulating, and assessing student progress, and for general management and operation of English 3200 were delineated and refined. The essential composition was established for English 3200 as an exportable instructional design appropriate to public high school settings.The process of data gathering ran concurrently with the Pilot and Implementation Phases of English 3200. Pre- and post-tests were administered to assess comprehension and application of grammatical principles. The scores were analyzed in terms of t test ratio and percentage increases. Open-ended student course evaluations were collected following completion of each Phase. Teacher Observation data provided an informal source of observations, events, and comments generated and recorded during the study.Data from the two-phase study yielded a number of findings. English 3200 was found to be affective in teaching grammatical usage in sentence writing at a .01 level of significance during the Implementation Phase and at a .05 level of significance during the Pilot Phase. Implementation of the course posed no unusual demands on student and teacher time, on financial resources, or on space allocation. The self-pacing aspect of English 3200 made possible more efficient use of student and teacher time. English 3200 was found to be characterized by a number of perceived strengths, including self-pacing, increased student responsibility, and pride of accomplishment.The exportability of English 3200 to public school settings had been evaluated on the basis of three criteria: economical efficiency, teaching effectiveness, and desirability. English 3200 was shown to be "readily exportable" when evaluated against the three established criteria.