Both the practice of 'process writing' and the use of E-portfolios in our classes foreground the learning that takes place in any given subject because they display stages of progress in students' work. This project aims to examine points of convergence between the two, and to develop a series of templates for writing projects that can initially be adapted for intermediate level Spanish classes in which the writing is geared toward implementing the principal learning goals of grammar study and vocabulary acquisition. After an initial review of research on foreign-language writing pedagogy and on the use of E-portfolios, a comparison of students' work in two writing-intensive Spanish classes, one that used an E-portfolio and one that did not (fall '18), will be used to draw conclusions and build the templates.