This paper aims to refute the idea that the best means of helping students learn to write is by "correcting" every error in their writing. The paper provides a guide to an alternative that works and that can relieve teachers of the burden of paper-grading. It hopes that the strategies outlined may make teaching composition "fun and exciting." The paper offers the following suggestions: (1) Teacher as trainer (not proofreader or grader); (2) Teacher as reader; (3) Students as editors and proofreaders; (4) Writing as collaboration; (5) Submit only best work; (6) Writing comes in many packages; (7) Writing communities; (8) Coping with the paper load. Under the eighth suggestion, to help students prepare their papers, the paper outlines the following 6-step process: First Draft: Reading Aloud; Second Draft: Peer Review; Third Draft: First Reading; Fourth Draft: Second Reading; Fifth Draft: Third Reading; and Sixth Draft: Fourth and Final Reading; (9) Learning Journals; and (10) Grading (the portfolio is primary). The paper states that for grading purposes, the portfolio is worth 70 points, the learning journal is worth 10 points, attendance is worth 10 points, readings are worth 10 points, and extra credit is worth up to 10 points. (NKA)