Grouping individuals according to a set of measured characteristics, or profiling, is frequently used in describing, understanding, and acting on a phenomenon. The advent of computer-based assessment offers new possibilities for profiling writing because aspects can be captured that were not heretofore observable. We explored whether writing processes could be profiled of over 30,000 adults taking a high-school equivalency examination. Process features were extracted from keystroke logs, aggregated into composite indicators, and used with essay score to assign individuals to profiles. Analyses included computing the percentages of individuals that could be classified, using MANOVA to examine differences among profiles on external variables, and examining if profiles could be distinguished from one another based on patterns derived from cluster analysis. Results showed that about 30% of examinees could be classified into profiles that were largely distinct. These results contribute toward a foundation for using such profiles in describing how individuals compose and in how their writing might be improved.