The quantity and type of writing demands in the undergraduate curriculum, as reported by students enrolled at the Bloomington campus of Indiana University in fall semester of 1977, are investigated. The study is based on reports of students enrolled in 27 class sections of two freshman English courses, Elementary Composition I and Introduction to Writing and Study of Literature I. Information on upper division curricula was gathered from student reports in classes with a minimum of 65 percent junior enrollments. Upperclass students were surveyed in 19 sections of upper division courses within the six schools/college. Students were asked to report the number of classroom tests, in-class essay tests, and major written projects assigned in all classes they were taking for credit during Fall 1977. A fourth measure, percentage of classroom tests that were primarily essay, was computed for each student Median and chi-square tests were performed to determine the differences between student reports from freshman courses and upper division courses. Comparisons were also made between the reports of students in the two English courses and between student reports from classes in the six schools/college. (Author)