This study was undertaken to determine whether an oral-aural approach to remedial composition instruction for college students would be superior to the traditional grammar and rhetoric approach. For one semester, four classes of remedial writing at Jefferson College in Missouri served as experimental groups in which ideas and sound were stressed while grammar and concepts of correctness were eliminated. Three classes served as control groups in which traditional teaching methods were used. Experimental classroom sessions were divided into two parts: a thought stimulation period, exposing students to such motivational aids as films, slides, prints, cartoons, or recordings; and a writing session, occasionally preceded by a discussion period. Pre- and post-test composition samples of the experimental and control groups plus the results of the Cooperative English Test provided evaluation data. Results indicated that students taught by the experimental method learned to write as well as those taught by the traditional grammar method. (A list of classroom aids, a suggested semester course outline, and evaluations of composition samples are appended.) (JM)