The three essays and two appendixes comprising this study describe the author's attempts to develop his own approach to the teaching of writing to university freshmen, his thoughts on the training of teachers of writing for the secondary schools, and his experiments with broadening the concept of composition in a technological age to include creative work in multi-media. In teaching traditional exposition and argumentation to university freshmen, the author recommends the examination by teacher and student of Wayne C. Booth's assumed voice, available argument, and audience, with an emphasis on defining the last, for it is the audience that determines both the voice and arguments the writer uses. In the training of English majors to be teachers of writing in secondary schools, the author argues the need for a course in composition theory as an adjunct to the customary English methods course. Noting National Council of Teachers of English studies indicating teachers feel their training to be most deficient in the area of teaching writing, the author delineates several current rhetorics of composition of value to teachers and argues for the need for prospective English teachers to explore such theories and rhetorics through their own composing experiences. (Author/WR)