Suggestions are offered for teaching composition to brain-injured, brain-damaged, neurologically impaired students. Teachers are cautioned to choose a limited topic based on students' concrete experiences, concentrate on setting up generalizations and theses, and help students consider ways to expand and organize the topic. For creative writing, the paper suggests introduction of ideas of plot, character, theme, and style, with a gradual transition to abstractions. Then short novels can be presented and summarization and analytical skills practiced. Additional areas for composition instruction are letter writing, test taking skills, and research skills. The development, repetitive, supportive nature of composition instruction for this population is stressed. (CL)