This book investigates the efficacy of the process writing approach in secondary education through the implementation of structured student portfolios. Charles Skidmore presents a pedagogical framework designed to help educators track student progress, encourage revision, and foster metacognitive awareness in young writers. The text utilizes a systematic methodology for organizing writing samples, peer reviews, and self-assessments to create a comprehensive record of a student's development over an academic term.

Educators frequently utilize this text as a foundational resource for implementing portfolio-based assessment in secondary English classrooms. Experts highlight the clarity of the instructional design and its utility for teachers seeking to move beyond traditional grading models.