The placement of students in the correct level of English composition classes is approached in a variety of ways by two-year open admission colleges. This report describes the analysis of a potentially quick, effective method of student placement, based on structural linquistics, which asked each student to combine as many brief kernel sentences into as many long sentences as possible in ten minutes. There were well over 100 possible combinations. The scores of 400 students in 1975 and 376 students in 1976 were correlated for five variables: test score, high school grade point average (GPA), Otis Intelligence Quotient Score, college GPA, and grade in the current English course. The test score was found to be a less reliable indicator of course achievement than high school GPA for students with a GPA over 2.25; knowledge and learning habits were found to be more contributory to achievement than fluid ability with language as measured by the test. However, the linquistics-based test was found to be a fast and accurate method for assessing the ability of students with a GPA under 2.25 to master basic English skills in remedial composition courses. (AYC)