As composition “graders,” many instructors seem to spend countless hours writing comments on student work; however, studies consistently indicate that these comments are not only misunderstood by students but also are ineffective in encouraging substantial revision. Writing assessment needs more reputable pedagogical practices so that instructors are able to reach a level of feedback that genuinely engages students in the response and refinement processes of writing. Research suggests that for far too many educators teaching and assessing writing are two separate processes – one they accomplish in the classroom and the other they complete – often begrudgingly – during late evenings at home. To be successful, assessing writing must be connected to teaching writing in both theory and practice. While many writing instructors have modified formerly teacher-centric classrooms through their educational philosophies and discussion-based lesson plans to foster a student-focus, their assessment of student writing has not similarly transformed.