The results of this project bring together eight weeks of work on assessment in e-learning. By consciously creating learning objectives that follow best practices and take Bloom's taxonomy into account, the composition course is strengthened for both instructor and students alike. The concept map, similarly, helps to create a more visual application of how the learning objectives emphasize and strengthen the course objectives, as well as create a scaffold for student work. The various electronic tools used for both formative and summative assessment provide students with a variety of choices, which is needed when working with a plethora of learning styles. These various tools assist students in working through the steps of critical thinking and writing, and the activities are carefully chosen to reinforce course concepts and prepare students for success. Likewise, the types of tools used assist in curbing student plagiarism since "the process" of writing is the focus, not the mere product. This project illustrates the significance of course organization and thought, particularly when teaching in an online environment.