A study examined several possible indicators of the quality of student writing to see what relationship, if any, existed among those indicators and the holistic scores given by raters to compositions written for the University System of Georgia's Regents Testing Program. The indicators examined were (1) total number of sentences, (2) average sentence length, (3) shortest sentence, (4) longest sentence, (5) total words, (6) grammatical errors, (7) punctuation errors, (8) total number of t-units, (9) average words per t-unit, (10) misspelled words, (11) crossouts, (12) vagueness, and (13) words in outline. Sixty student compositions that had been rated as "high pass,""low pass," or "fail" according to a holistic evaluation by three separate raters were reviewed. The results indicated significant negative correlations between the holistic ratings and number of crossouts, number of grammatical errors, number of punctuation errors, and number of misspelled words. A significant positive correlation was found between the ratings and the total number of sentences. (FL)