Learning management systems (LMSs) have become an integral part of the teaching and learning process, making it flexible on the one hand and challenging on the other. The key features of LMS are based on several factors that include learner environment, course and curriculum design, instructor tools, administrator tools, technical support, and most importantly pedagogical factors. The latter encompasses features that meet specific course objectives and the learner’s needs. As a result, learners can clearly see the course objectives and implement those learning activities that bring to these objectives. The appearance of LMS in academic writing course has significantly reshaped the landscape of its teaching, offering new opportunities for students and instructors. Despite today’s LMSs having different interfaces and being often customized for specific institutions, they all offer instructors similar ways to set up and use tools like the gradebook and assignments to assess students’ writing. The existence of these features emphasizes the importance of assessment in education via connecting students and faculty not only in a traditional mode but online, which will streamline the assessment process. Changes in writing instruction that stem from the new writing and learning technologies warrant renewed attention not only to the issue of assessment itself but also to qualitative response, i.e. constructive feedback that accompanies it. In this article, we will see how LMS has enriched academic writing classes in terms of students’ writing assessment, refining grading and feedback components as a part of the educational process.