After a brief discussion of the deficiencies of both prescriptive and descriptive rhetoric, the author presents a generative rhetoric as a workable technique for teaching composition. An outline is given of a generative "macro-rhetoric" which deals with the large task of how to organize and develop a statement or idea. Types of sentences, four categories of generative sentences, and the manner in which each category of generative sentence may be developed are considered. The article is concluded with a discussion of the value of using "macro-rhetoric" to teach composition. (BN)