This paper discuses a "basic" writing pilot program using portfolio-based instruction in two-year college English courses at the St. Louis Community College at Forest Park (Missouri). The first section of the paper offers a comprehensive overview of the benefits of portfolio-based instruction to students, teachers, and the "basic" writing courses. The second section of the paper presents a detailed description of the pilot program, and concludes that portfolio-centered instruction is a viable alternative to traditional instructional approaches in "basic" writing courses. The paper concludes with two recommendations: design a longitudinal study that keeps track of the students in the pilot program; and design a study that compares portfolio-based instruction to standard process instruction. Appendixes present course outlines, campus goals, portfolio contents, feedback forms, a 51-item bibliography, a glossary, and a course evaluation form. (RS)