We need a different view of teaching writing--a principle that allows us to formulate sequential learning environments with specific objectives--what the author chooses to call the Principle of Redundancy. This principle provides the student with meaningful choices about how he will learn. It states, "In any language course, parallel back-up systems should be provided for the student if the primary system fails him." Its four stipulations are: (1) instruction must be directed at the average or below-average students, not just exceptional students; (2) curricula must incorporate insights from the frontiers of discovery and change to meet the specific language needs of each school's student population; (3) parallel back-up systems must be developed in accordance with each school's demography, resources, and purpose; and (4) courses must combine meaningful, structured learning activities with meaningful student choices about how to learn. Students in the experimental Communication Skills Program at Northern Illinois University have demonstrated the benefits of the application of this principle. (Author/DD)