A writing seminar on the writing process required senior students at Rollins College (Florida) to bring to class with them piles of their previous compositions and drafts. Their first assignment was to research the composing process of a well-known writer and then write a paper about it. After that, they turned to their own work. The objective was for them to understand, deep-down-comprehend, maneuver, control and frolic in their own composing processes. The students were to know and own and celebrate the options they had so diligently acquired over their writing lives, they were to do more than identify their own best work and accept their writing processes. If this were to be a culmination, a final seminar, they should leave having "totaled" all their portfolios, noting the impact of the progression in writing on their academic and intellectual lives. The course became a quest: each student's paper the narration of an intellectual voyage, an argument for a progression, a comparison against models. In their journals, students wrestled with questions the instructor posed. In classroom conversations and 5-minute writing prompts, individuals were pushed toward definitions. Examples of how students conceived of their writing testifies to the diversity of orientations--right-brained, left-brained, creative genius, procrastinator, concerned about the impressions of others, etc. (TB)