Writing samples of 50 learning disabled college students were analyzed for fluency and errors of 14 types: omission of words and/or letters, noun plurals, syntax, subject-verb agreement, verb forms and tense, pronoun reference, shifts in person, fused or spliced sentences, fragments, punctuation, capitalization, usage, spelling, and apostrophe use. Results revealed that errors occurred most frequently in categories of spelling, punctuation, fused/spliced sentences, and confusing syntax. The most obvious common weakness was lack of fluency (as measured by word count). Implications for remedial programs include developing materials which teach to both halves of the brain at once; encouraging fluency through such activities as ungraded writing and journal writing; and subordinating the study of grammar to the elimination of error in students' work. (CL)