ACCORDING TO THE FALL, 1989, MLA NEWSletter, one of the most pressing issues facing language departments today involves the need for articulation between levels of study. This call for improved sequencing of courses derives largely from the less-than-satisfactory situation at many colleges and universities, where students seem to experience difficulty moving successfully from one level to the next, more specifically when moving from the study of language itself at the lower-division level to the study of literary and other texts at the upperdivision level (16: p.43). That is, students who apparently do well in their language classes often seem to be at a loss when faced with the demands of upper-division courses. Of all language skills, however, writing is frequently the source of greatest unhappiness among professors and students alike. And unsatisfactory student performance in this area causes both groups to question the appropriateness of intermediate-level composition skills preparation in terms of upper-division expectations. How to achieve effective articulation between