Three articles describe three programs for the improved teaching of prose composition. Winston Weathers in "Prose Composition and Modern Awareness" (from "Oklahoma English Bulletin," 1968) argues that English teachers need to be more innovative in the teaching of composition and more willing to accept a variety of writing habits, procedures, and behaviors. They should also accept new categories of rhetoric and style, the principle of disjunctive writing, and more involvement in real life. Neil Puhl in "Specified Behavior" (from "Iowa English Yearbook," 1970) describes a composition program consisting of pretests, preassignment objectives, writing assignments based on performance objectives, duplication of some of these writings, peer group evaluation of the writings, student self evaluation, and student-teacher conferences. Frank Manchel in "Reversing the Process" (from "The Leaflet," 1969) describes some weaknesses of the La Mancha Project's first year, which was designed to study the writing process, both in composing and communicating. He then notes that the coming year will see more emphasis placed on studying the mass media and on encouraging the students to use their writing for self-examination. (Author/DI)