Teachers are very accustomed to conveying their responses to writing in the form of grades or numbers. However, good writing comes down to more than a number or grade--it speaks to the heart. In this article, the author focuses on quality writing assessment that results from clear vision and thoughtful planning. She discusses some features that define quality writing assessment at the large-scale (state or district), classroom, and individual levels, to help ensure that assessment and instruction work in harmony. The author suggests that teachers help students become more skilled at self-assessment by creating checklists (with students) and to revise them when necessary. She encourages students to revise their work by reading what they write aloud.