English has often been considered the most difficult of subjects to teach because of the wide range of its content, which may include grammar, composition, speech, literature, reading, dramatics, library, semantics, and communication. This essay presents a model for solving the problem of finding a coherent, inclusive, and manageable way of approaching language arts instruction. The model, outlined in diagram form and discussed in detail, deals with four major skills of language use--listening and reading (the impressive or ingressive process) and speaking and writing (the expressive process); with four aspects of motive for language use--autistic, communicative, analytic, and aesthetic; and with four ways in which the teacher can involve students--inducive, inductive, deductive, and correlative. The structure can be entered into at any stage of student development; the stages are cumulative and intermingled. (JM)