A discussion of the evaluation of writing, particularly in English as a Second Language, argues for a communicative approach reflecting the current approach to language teaching and learning. The movement toward more communication-oriented and more valid language testing is examined briefly, and direct assessment is chosen as the preferred format within this approach. Practical procedures are then considered, focusing on possible task types, scoring, and test design. Recommended techniques include eliciting multiple samples of writing on a specific topic, holistic scoring of fulfillment of communicative intent by at least two independent raters, and realistic and concise prompts. Issues of topic selection, rater training, time constraints, test administration procedures, and test validity are also discussed. It is concluded that, while not as practical and reliable as indirect tests, such direct tests meet the goal of any language test (providing useful information about a learner's ability to effectively communicate) and exerts a positive "washback" effect on teaching and learning. A sample placement test is appended. (Contains 17 references.) (MSE)