At present, college entrance examinations unfortunately determine only those students who will achieve good grades at the university level, thus ignoring the individual and social needs of minority students by avoiding an estimation of their knowledge and ability to do the reading and writing necessary outside the university. Both the Scholastic Aptitude Test and the American College Test examinations test reading ability well, while the writing tests reflect their authorship by examiners with trivial ideas of grammar who ignore content and the clear distinctions among usage, phraseology, and style. To rectify the problem, college teachers must grade students' papers by content, organization, and expressive language. Ultimately, however, an examination on composition should require a composition. (JM)