Higher junior college enrollments present problems for English teachers. Not only is it required for most students, but there are few, if any, automated aids for composition instruction or theme grading. This scarcity can be met most logically by use of paraprofessional aides, able to do more than handle materials, machinery, or clerical work. They could arrange field trips and small-group projects, tutor individuals, and (as lay readers) grade themes and confer with teacher and student about them. Students who teach and help other students generally improve their own school work. Such aides, perhaps degree holders or junior college graduates, can perform extended duties, e.g., counseling, even more important in college than in high school. The author offers a program for developing these aides. English departments should: recruit them from the total community (even eliminating the obstacle of certification); capitalize on the energy released by relating learning to teaching; encourage the self-scrutiny induced by helping others; urge the aide to work into the professional rank; appreciate the special relationship between student and aide; provide such opportunities as in-service training for the aide's career advancement; adjust professional roles as the aide's responsibilities increase; use the teacher's creative time thus released; recognize the creative student energy released by the new program. [Not available in hard copy because of marginal legibility of original.] (HH)