ABSTRACT
The assessment of composing is a complex issue (inter alia Hickey 2007; Colwell 2007; Philpott 2012). In higher education (HE) the complexities are compounded by a wide range of customs and practices which determine what composing actually means, what it can and should consist of, and what its place is. To address these issues this chapter proposes a re-visioning of the assessment of composing as a dialogic one, where intentionality figures significantly.
