little about. We learn to teach composition by experience, it is true, but it is unpredictable and to a large extent accidental if we ever become proficient in our trade. Perhaps such a situation was acceptable before World War II, before the colleges expanded and their populations changed from a relatively small number of preparatory students to an ever-increasing number of most high school graduates. Such, certainly, is the case in the City University of New York, which began implementing open enrollment in the 1970 academic year. And such, probably, is the case in the many state and community college systems throughout the country. As the number and kind of students have changed, so have the problems of freshan composition. Let it be clear that we do not wish to