This literature review lists and describes current assessment methods for process writing. Writing instruction's shift of focus from product to process is part of education's greater shift of emphasis from knowledge transmission to inquiry, which allows students to become problem solvers and independent thinkers. Process writing creates independent members of the writing community. With emphases on students' interests and critical inquiry, standards for the assessment of writing, compiled in 1994 by the International Reading Association and National Council of Teachers of English, reflect the presence of process in writing instruction. However, the classroom use of alternative methods of assessment has moved more slowly partly because such methods are often reported individually as classroom success stories. This literature review revealed a variety of evaluation methods. The use of rubrics, checklists, portfolios, conferencing, and other techniques allows student writers to experience the process, teachers and students to assess the process and products, and the public to receive feedback on students' writing skills. The result is a compilation of techniques for assessing writing's process as well as product, with suggestions for conversion of results to traditional grading systems. Five appendixes give examples of these approaches applied to student writing samples. (Contains seven references.) (Author/SLD)