An English as second language (ESL) student at the college level must learn to write adequate compositions. However, most ESL composition texts focus on grammar and sentence structure. A method is proposed for teaching composition to advanced ESL students which reorders the accepted sequencing of materials. Rather than proceeding from sentence to paragraph to composition, the method would begin with overall organization and modes of development along with the relation of sentence types of paragraph modes. A course has been designed that uses analogies between debate and composition to illustrate principles of rhetoric and the hierarchical relationship of their functional elements. Students are required to write a number of complete compositions, each of which emphasizes one of the following elements: the propositions, issues, contentions, logical analysis, and evidence. The effectiveness of the debate/composition model with advanced ESL students was investigated by analyzing the essays produced by 24 students before and after two semesters in a composition course. The results showed significant improvement in the compositions over time and indicated that the model is effective for teaching organization and development. (RW)