The purposes of this study were to assess the individual and relative value of seven types of measuring devices for identifying students with creative writing ability, also to determine which of the devices comprised the best small predictor battery for indicating creative talent. Of the nearly thirty "predictor" variable scores derived from the administration of the assessment instruments to 111 eighth-grade subjects, all but one showed statistically significant correlations (p<.05) with the criterion scores. The resultant rank-order of the measures based on their relative value for indicating creative writing talent was: (a) teacher ratings, (b) standardized achievement test scores, (c) peer ratings, (d) IQ test scores, (e) grade-point averages, (f) certain divergent-production test scores, (g) self-ratings, and (h) biographical inventory creativity key scores. The best small predictor battery for indicating creative writing performance was comprised of teacher ratings, a standardized achievement measure, peer ratings, and two divergent-production tests. This battery accounted for 80 percent of the criterion variance and successfully identified 17 of the 20 subjects with high creative writing ability. (Author)