Four writing samples were obtained from 638 foreign college applicants who represented three major foreign language groups (Arabic, Chinese, and Spanish), and from 60 native English speakers. All four were scored holistically, two were also scored for sentence-level and discourse-level skills, and some were scored by the Writer's Workbench computer software and by professors in the fields of engineering and the social sciences. Test of English as a Foreign Language (TOEFL) scores were obtained for all foreign students, and Graduate Record Examinations (GRE) General Test scores for some. A GRE score and a multiple-choice writing test score were obtained for the Americans. Findings included: (1) holistic, discourse-level, and sentence-level scores were so closely related that the holistic score alone should suffice; (2) correlations among writing sample topics were as high across as within topic types; (3) scores of English as a second language raters, English raters, and subject matter raters were all highly correlated, suggesting substantial agreement in their standards; (4) correlations and factor analyses indicated that writing samples and TOEFL scores were highly related, but each also reliably measured an independent aspect; and (5) correlations of holistic writing sample scores with GRE item type scores confirmed a previously reported pattern of relationships. (A four-item writing test and numerous tables are appended). (GDC)