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This study investigated the current state of ESL composition teaching at high-profile intensive English programs (IEPs) at colleges and universities, in terms of program status and administration, curriculum and instruction, student placement and testing, staffing, and faculty development and evaluation. The subjects of this study are the 62 institutions affiliated with UCIEP (a Consortium of University and College Intensive English Programs). A survey instrument was used to collect the data. It contains 32 questions which attempt to cover all the important aspects of teaching composition at IEPs. The response rate was 74%. The results offer great insights into every aspect of teaching composition in the responding IEPs. A few major findings are (a) nearly 72% of the IEP programs function as separate institutions, and most had full-time directors; (b) writing for academic preparation is one of the main teaching objectives in 77% of the responding IEPs, and 65% have recently experienced a "change in focus" in their curriculum and instruction; (c) an average total of 69% of the IEPs have either total or partial integration of reading and writing instruction; (d) the process approach is most widely used and class discussion and conferencing are rated as the most important teaching methods; (e) most of the IEPs have valid testing procedures; (f) 52% of the total sections of IEP composition are taught by full-time faculty, 31% by part-time, and 15% by T.A.'s; (g) teaching effectiveness is a major criterion in faculty evaluation, and 67% of IEPs provide opportunities for in-service training at least once per semester. This study demonstrates the great diversity in teaching composition at UCIEP-affiliated institutions. It is clear that the institutional context plays an important role in determining most aspects of the curriculum and instruction at these schools. It is recommended that a more balanced product and process approach be used in teaching, and further research be done on how ESL writing is actually taught in the integrated reading/writing classes.