Nonnative English speaking college students often find themselves in a remedial course along with native speakers of English who are there on the basis of their high school performance. To determine how well the nonnative student can write, the English teacher could give a two-part diagnostic test. The first part of the test would assess the student's ability to rewrite sentences, correct errors, and combine sentences. The second part would be a classroom writing assignment. The teacher could then analyze the paper and discuss with the student what he or she needs to do to be a better writer. This discussion could be enhanced by a "student writing analysis sheet" that would arrange comments according to rhetorical task, relation of parts to whole, sentence structure, word choice, and mechanics. A writing program, based on the student's needs, could then be established that would (1) provide a natural sequence of writing activities, (2) require complete pieces of discourse, (3) provide interaction with classmates as the student goes through the composing process, (4) provide feedback on writing drafts through teacher conferences, (5) require completion of extensive and frequent sentence combining activities, and (6) provide many English mechanics exercises. (HOD)