This study aimed to collect further evidence of written Black English markers by listing in categories those appearing in diagnostic compositions of black freshmen in a predominantly white community college, calculating their frequencies, and relating their appearance to background information about the writers. Compositions of the 72 subjects averaged five Black English markers in 193 words. Findings indicated that the students assigned to regular English 101 used significantly fewer Black English markers than those assigned to developmental English 001; that markers appeared in 87 1/2 percent of the compositions instead of the 95 percent hypothesized; that there was no significant difference between the mean rates of markers in compositions written by teenagers and adults or by males and females; that no students seem to have been raised in a predominantly white geographical area; and that insufficient data was available for a valid socioeconomic analysis. (Author/HOD)