This book investigates the efficacy of the process writing approach within a structured portfolio-based assessment framework. Charles Skidmore presents a pedagogical model designed to shift the focus of writing instruction from final product evaluation to the iterative development of student drafts. The text argues that by documenting the evolution of a piece of writing, students gain greater metacognitive awareness of their own compositional habits and revision strategies.

Educators frequently utilize this text as a foundational guide for integrating process-oriented writing into secondary and post-secondary curricula. Experts highlight the clarity of the instructional design and its utility for teachers seeking to move beyond traditional grading models.