For classroom instruction, holistic scoring provides little washback into the writer’s further stages of learning. Primary trait scoring focuses on the principal function of the text and therefore offers some feedback potential, but no washback for any of the aspects of the written production that enhance the ultimate accomplishment of the purpose. Classroom evaluation of learning is best served through analytic scoring, in which as many as six major elements of writing are scored, thus enabling learners to home in on weaknesses and to capitalize on strengths.