There are three serious impediments to the acceptance of voice as a practical focus in the college writing classroom: the attitudes and beliefs of educators; the theories guiding classroom practices; and the classroom practices themselves. A means of overcoming these impediments and of ensuring that students will discover and develop the power of their own voice is the Story Workshop approach which creates a firm context for eliciting voice and developing its many extensions. A semicircular arrangement of chairs enhances listening and use of immediate peer audience factors in oral and written exercises, and a sequenced syllabus moves students from more familiar basic forms that call forth naturally their own distinct and most-often-used voices to forms placing an increasing demand upon more conceptual capabilities. A basic format moves through a series of activities that build sequentially: a recall of vivid images or moments from work read or told in the previous class; oral reading of published models; recall and comment on oral reading, word exercises, oral telling, in-class writing of what was told orally; read-back of the in-class writing; and a final recall. In each activity, the teacher coaches, creates the enabling atmosphere of guided discovery, and thus fosters each student's perceptions about his or her authentic telling and writing voice. (Attached appendixes include samples of student writing, a Story Workshop bibliography and a model of a basic class format.) (KEH)