A high school English teacher found that one easy way to keep the idea of positive reinforcement foremost in her mind when she works with students was to use writing portfolios. A Portfolio Assessment project was designed in which portfolios were used in two sophomore and two junior regular English classes. A flexible plan was developed for using portfolios in classes taught by two teachers using different syllabi and different writing exercises. Students wrote first drafts, had them peer-edited, revised the essays if necessary, and then submitted them for a grade. Any paper could be revised if the student was not satisfied with his or her grade on that assignment. Parents were encouraged to review the child's work in progress as well as the final product. Results of the first semester were encouraging: approximately 100 of the 130 students completed their portfolios (the remaining students had to take a final exam). Word spread, and teachers as well as other students were envious of those who finished final exam week with less trauma, better results, and far fewer headaches. (A brief description of portfolio assessment, a definition of portfolios, a letter to students describing the Portfolio Assessment project, a list of the types of assignments for portfolio assessment, a sample cover page, instructions for writing a letter to the reader of the portfolio, and a sample table of contents are attached.) (RS)