By means of an extensive literature review, this paper attempts to determine what should be taught in a community college writing program with a diversity of students in a sequence of developmental and transfer English courses. The existence of a laboratory and separate reading courses is assumed. The paper begins by citing studies of the appropriateness of behavioral psychology and objectives, cognitive psychology, and developmental psychology to teaching writing. Next, the social value of writing is considered to place into context an attempt to define writing competence. Components of a writing program that would help students gain this competence are suggested. Subsequently, more specific questions are addressed relative to who the students are, how they learn, and what and how they should be taught. Although techniques are not presented, except as examples, experiential assignments are favored as motivators of thinking and communication; and a performance-based modular plan is suggested and its practical applications discussed. A section is devoted to comparing error analysis and presentation of grammar as teaching methods, which concludes that error analysis is more likely to lead to good writing. Finally, the process of teaching writing is examined. A bibliography is included. (Author/MB)