Language teachers, as one might expect, are often confronted with the task of assessing and grading students' assignments, which should ideally be addressed with respect to not only reliability and validity, but also functionality. Based on Knoch's (2011) taxonomy features with regards to design and development of writing assessments, an analytic approach was devised to assign scores to a certain amount of independent aspects of language learners' performance through the means of specific rubrics. The rubrics, elaborated with the graders and students in mind, describe the rating of the various tasks intermediate learners of French had to undertake. Following a brief description of one assignment, this short paper highlights the significance of following the scoring grids to maintain a relatively constant grading style across students and teachers alike. Additionally, it illustrates how Google documents and forms, used in conjunction with simple and undemanding scripts, assisted in the process of correcting and providing students with timely feedback. [For the complete volume, see ED574893.]