A study examined the identification of distinct subgroups of learning-disabled young adults based on their ability to generate written language. Two subgroups of learning-disabled college students, the language strong/visually weak (N=22) and the visually strong/language weak (N=10), were identified based on evaluation of 32 essays. Subjects were then given the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Test of Adolescent Language (TOAL). Analysis indicated that the visually strong/language weak subjects earned significantly higher scores in such areas as object assembly, visual motor spatial, visualizing the whole, and sequencing; the language strong/visually weak subjects earned significantly higher scores in the areas of information, vocabulary, comprehension, speaking, writing, expressive language, and concept score. For the language strong/visually weak subgroup there was almost a two-point difference between the vocabulary and grammar subtest scores on the TOAL, indicating the language strength of this group is in semantics. The visually strong/language weak subgroup earned scores at the mean or above on all non-language subtests of the WAIS-R; on language subtests these subjects scored below the mean. Suggestions for further study are offered. Data and statistical analyses are provided in an appendix. Contains 60 references. (RM)