The first section of this paper notes that, out of the frustration they feel in lacking a coherent, definitive system for sequencing language instruction, English teachers sometimes turn to the system of grammar teaching used in the past. It then suggests that the English teaching profession is moving through a Romantic age toward a new Classical era and sketches three stages in current writing theory and practice: the controversy about the effect of grammar instruction on writing (Romantic doubt), the freeing and development of students' ability (Romantic optimism), and combination of an emphasis on individuality with an emphasis on system (Classic emphasis). It then discusses research into writing as a process, writing for audiences, the history of writing instruction, and the relationship of writing to consciousness. The second section of the paper describes 25 teaching techniques that permit an open-choice, experience-based format for writing while allowing for some "grammar interventions" during prewriting, editing, and proofreading. Four appendixes provide sample materials; student worksheets; an outline of competency levels in grammar and usage, sentence structure, and paragraph development; and a class-composed poem generated in the process of teaching grammar. (GW)