In fall 1978, a study was conducted at Eastfield College to determine the desirability of using a writing sample as part of the student assessment and advisement process. At an orientation session attended by 1,643 entering students, an entry-level assessment was conducted, consisting of a writing sample; an objective English composition test; the comprehension subtest of the Nelson-Denny Reading Test, Form D; and a self-assessment. Readers, who had been trained in the method and practice of holistic evaluation, provided recommendations based on the writing samples that students take credit English, developmental writing, or one of two combinations of credit and developmental courses. Based on data analyses performed on the scores of the entire student group and of the subgroup who enrolled in English and/or developmental courses, a study of interrater reliability, and interviews with readers and counselors, study findings included the following: (1) the writing sample was the most stringent placement instrument; (2) 39% of the students received the same recommendation from writing sample and objective test scores, and 35% from writing sample and self-assessment results; (3) 82% of the students followed recommendations to enroll in credit English, and 72% to enroll in developmental writing; (4) the objective test was the best single predictor of credit English grades; and (5) interrater reliability was reasonably high. (LAL)