Writing process theories have undergone a sea-change in recent years from single-process models of writing to variable, situation-specific models. This change probably consists in equal parts of the natural evolutionary process of any systematic model and the rapidly changing nature of our own and our students' writing situations–especially the shifting emphasis toward Internet writing tasks. Instead of boiler-plating a process and shepherding our students through it, Thomas Kent and others suggest multiple processes more closely tied to the rhetorical situation. The flexibility of on-line or Web page portfolios offers clear opportunities for students to customize and analyze cross-situational differences in process and use that information to improve their writing across the semester. As an added bonus, it also allows them to view their personal process(es) and fine tune them through varied projects, giving them information that they can apply to situations throughout their writing lives. This paper intends to explore assessment strategies and opportunities in Web portfolios.