The validity and reliability of two techniques of assessing writing proficiency were compared in a sample of 300 South African students (in Standard 8) for whom English was a second language. The objective, multiple choice method was compared with a subjective, essay method. Students completed a Standard English Second Language Item Bank Test and wrote an essay and letter. End-of-year examination marks and final report marks were additional criteria. The subjects included 130 boys and 170 girls from schools in Transvaal, Orange Free State, Natal, and Cape Province. Statistical analysis of the four variables--multiple choice test, writing samples, examination grades, and report grades--indicated a substantial correlation between the objective and subjective techniques used, indicating that both approaches tap similar skills. The multiple choice test was found to be a reliable and valid method of testing writing proficiency. Sixteen data tables and a 38-item list of references are provided. (SLD)