In order to produce an authentic portrait of the good composition teacher, a questionnaire was sent to 36 chairs of English departments and directors of freshman English in 15 states asking for the traits, characteristics, and attitudes considered exemplary in the composition teacher. Responses varied extensively. As the "most accurate means of identifying the good teacher of composition," methods included student writing improvement; student response to the teacher; the teacher's interests, attitudes, and qualities; evidence of knowledge of subject matter; and the teacher's publications. Of 52 ideal qualities enumerated by the chairs, patience was the only quality that recurred more than five times. Other popular responses included enthusiasm, flexibility, and optimism. Skills that were listed with the qualities were motivating students, correcting errors, responding to students' work, communicating with the students, teaching academic discourse, locating the source of writing patterns, discerning and respecting the writer's purpose, and maintaining high standards without being discouraging. By a large margin, the individual conference was listed as the most essential composition activity, followed by the careful revision of work, regular class attendance, and weekly assignments. (MAI)