The purposes of this study were to determine the frequency of nonstandard linguistic patterns of black and white college freshmen in remedial writing classes in the Pittsburgh area and to correlate these features at a statistically significant level to the following linguistic variables: ethnic and language-history background, racial background, length of residency in the Pittsburgh dialect area, socioeconomic class, age, sex, and upward social mobility. There were four major research areas in the study: quantitative rather than qualitative differences in language usage; influences of language-history background of the subjects who produced nonstandard forms; awareness of nonstandard forms and the ability to suppress these forms; and use of a chi-square test which indicated that there was no statistically significant relationship between the production of nonstandard forms and nonlinguistic variables. The major pedagogical implication is that separate language materials are not needed for black and white students in remedial college-level writing classes. (Author/RB)