The purpose of this study was to investigate the effects of analytic corrections and revisions on college composition students working in a portfolio assessment setting. Subjects were 19 community college students enrolled in a transfer-level class in composition. Three of these students were from the English as a Second Language/immigrant/refugee population. Students were assigned in-class and at-home essays and mid-term and final portfolio assessments. Data were the in-class essay grades, the at-home essay grades, the final portfolio assessment, and a survey students completed at the end of the quarter. Seventeen of the 19 students passed the final portfolio evaluation and the class. Many students noted that the constant analytic grading helped them become better writers, but others wrote about their concerns in not understanding all of their errors, of finding some instructor inconsistency in grading, and of not liking the grading system. Results indicate that the analytic corrections helped students prepare for the mid-term and final evaluations by unknown instructors, even though some students did not understand the corrections fully. An attachment contains the student survey responses. (SLD)