This thesis describes a study that engaged 2 sections of English Composition I, 50 randomly selected students at Union County College during the fall semester of 1995. The goal of the study was to determine if in this sample population there was a positive correlation between self-concept and writing ability. The variables of the New Jersey College Basic Skills Placement Test, the Coopersmith Self-Esteem Inventory, and the course writing grade were analyzed to determine the correlation between self-esteem and writing ability. Results of the study supported the hypothesis that students' self-esteem levels do not show a significant correlation with proficiency level of writing. Given the negative results of this study, further research could include investigation into other factors responsible for the generally low levels of writing proficiency seen by so many freshmen community college students. Although entities outside the educational system, economic indicators, home environment, social class, or ethnic membership often have been considered as the rationale for poor performance, studies into the affective domain may shed light on the problem. While this study's negligible correlation between self-esteem and writing ability challenges any significant connection, it might be helpful if teachers were given guidance regarding their own behaviors and attitudes which can enhance achievement. As well, teachers should develop greater understanding and willingness to seek, encourage, and appreciate their student's efforts. (Contains 2 tables of data, a section on related literature, and 37 references.) (Author/TB)