Open admissions as an educational policy in higher education depends upon the success of remediation programs in English and especially in composition courses. Because so many English majors will spend part of all of their professional lives teaching, their training at both the undergraduate and graduate levels should prepare them for teaching, but it does not. Writing is what English majors who teach know least about, and that is what they will spend most of their time teaching. One solution to the need for more teachers in remedial courses involves using English majors as tutors. Another approach to a remedial English course is to involve students in a team-teaching venture. The advantage of peer-tutoring and team-teaching is that students learn from each other, and this provides an opportunity for remedial students to improve their reading and writing skills while the English major acquires valuable teaching experience in the initial stages of education, long before he is responsible for several classes of students. (RB)