This text analyzes the development of the Washington State University writing assessment and instruction programme to show that similar programmes at other institutions may be successfully integrated.

In doing so, the authors provide guidance to other institutions planning to develop similar integrated programs. The volume argues that writing assessment and instruction should inform and influence each other; that they should evolve together; and that they should be developed locally. By tracing the success of the WSU program, the authors directly challenge the use of national packaged assessment programs, such as standardized placement tests.