This digest examines issues related to the grading of students' classroom writing, including the relation of the writing process to the grading process, ways to construct effective writing assignments, fairness and professional judgment, ways to include students in the assessment of writing, and guidelines that professors can use to provide effective feedback to help students revise their writing. The paper discusses integrating grading into the writing process; constructing effective writing assignments; ensuring that professional judgments are fair; involving students in the grading process; and helping students learn how to respond effectively to writing. The paper also considers the type of administrative support needed by faculty to enable them to effectively intertwine the writing/grading process. (CH)