Abstract
ELICITING VERBIAGE and refining style are the principal concerns of the English comp teacher. In fact, J. Ross Winterowd specifically disclaims the English teacher's responsibility for more basic problems.' Certainly, being able to explain thoughts fully and in an effective fashion aren't trivial, concerns, but they are second order problems for the truly non-proficient writer, the one who habitually produces deviant sentences [See (1)-(6) below], or who can't say what he means [See (7)+(8) below]. Group composing as espoused by John McNamara in Teaching the Process of Writing may seem to be a viable method for teaching the very unskilled.2 However, it violates one important principle of language acquisition, and learning to write is, to a great extent, a language learning problem. This is readily seen when advice such as Lou Kelley's, to talk on paper, is examined.3 What are the actual ramifi-
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