There have been many approaches and many textbooks concerned with expository writing which have flooded the market within the last five years. At every professional convention for composition teachers, voluminous papers are read and discussions are held concerning new techniques, devices and approaches that must be tried, for have been proven to be the long sought after answers to a seemingly insoluble problem. Too, any observer can see long lines of frantic, but well meaning, conventioneers waiting in front of publishers' booths to stock up on composition texts with fancy titles and covers, because these must have the innovative reading and writing exercises that will appeal to our radical students. Besides the problem with teaching composition skills to mainstream students, teachers have the responsibility of teaching the same skills to students who are culturally and linguistically different. The problem of teaching students came to the forefront during the late 1960s when the Center for Applied Linguistics was in its heyday. To many composition teachers, the Center had the answer to their problems with its belief that standard English should be taught to the dialectically different student as a foreign or second language. After several years of experiencing failure with the second dialect theories and techniques, the teachers again began a desperate search for a solution to their problem. For the first time in the history of education in America, mainstream education leaders began to seek professional input from educators who were members of minority groups. It was eventually learned, however, that though educators were members of minority groups, they had been influenced by the same theories set forth by the Center for Applied Linguistics as had the mainstream educators. Consequently, failure and the almost unbearable frustration which follows were again experienced by the teachers. Teach-