The purpose of the study was to determine the regional extent of the syndrome of writing inadequacy among students in first-year college and university composition classes, to identify and categorize errors, to determine what instructors as well as students felt about first-year composition inadequacies, and to provide a profile of composition errors that could lead to a productive methodological approach to minimize the errors. The study was limited to 31 instructors and 231 students from most regions of the country. The instrument used was a survey testing competency with essay writing principles, grammar, and composition. Instructors unanimously agreed on the inadequacy of student skills. Examination of the findings revealed the need for additional required courses in teaching methods and required courses to insure instructor competency in subject matter. (Author/MSE)