Describes the efforts of the basic writing program at the University of Louisville (Kentucky) to develop portfolio evaluation procedures to replace exit examinations. As a result, collaboration has come to play a more important role in relationships between administrator and teacher, as well as between teacher and student. (JK)

Argues that the writing program serving second-language writers requires the following: a program and courses that provide and use social context for writing and language development; teachers who know about both writing and language; and assessment that takes into account principles of language acquisition and literacy development. (JK)