This 112-page highly detailed report presents a statistical profile of how full time students at 4-year colleges in the United States view their need for instruction in spelling, grammar and general writing skills, and how they evaluation the instruction that they have received. The report helps its readers to answer questions such as: which students are receiving writing instruction and which are not? Which are seeking out courses that require writing and research skills and which students are avoiding such courses? How many and which students have received specialized tutoring in writing instruction? In which areas do students feel that they need additional help? How do they evaluation the quality of instruction that they have received thus far and what do they need that they are not getting?

Data in the report is based on a survey of 1,140 college students from 4-year colleges in the United States. Data is presented in the aggregate and also broken out for 16 variables including college grades, ACT/SAT scores, race/ethnicity, gender, college major or intended major, college Carnegie class and public/private status, regional origins, income level, political affiliation and other useful criteria.