Composition teachers who ask students to express something worthwhile and then deny them a true voice in which to say it--preferring instead the stiff, empty classroom language of "Engfish"--are to blame for student dissatisfaction and despair. Teachers should begin a writing course with the proper subject--the student--who learns to express himself best by first writing freely, recording random thoughts, and then focusing on a particular assignment, gradually increasing his probing for individual direction and forms. By giving their students this freedom and discipline, teachers can provide the stimulus, support, and respect which is crucial for learning and to which students are entitled as fellow humans. (A record of a college-composition teacher's experiences in the classroom, this book is made up of anecdotes, short essays, and samples of student writing.) The approaches illustrated in this book are incorporated into the author's textbook. "Telling Writing." (MF)