This study summarizes the development and the application of a four-week repeated assessment scale that wasdesigned to measure the advanced writing skills of college students. The storyline was written by the first authorand required respondents to write one or more sentences to the given developing storyline of the week. Eachweek’s narrative was written to tell a part of a story that integrates into a single storyline over the weeks. For theapplication, each week, the respondents from a volunteered sample of 74 were asked 1) to write to a continuationto the developing storyline of the week (the instruction stated that this was the first or the second or the third orthe last part of the storyline) and 2) to rate their overall mood that week (1 to 5, 5 indicating a great mood).Writings of the students (responses) were then coded by multiple raters with respect to three subskill components;namely expression, aesthetics, and creativity. The hypothesized tie between the fluctuations observed in the senseof well-being and the writing performance of the students over the weeks and whether and to what extent thecreativity subcomponent was more subject to the influence of student’s mood changes when compared to theclarity of expression or the aesthetics subskill. However, the results show that when the changes in writingperformances of the whole group were examined instead of that of individuals over time, there were nosignificant differences to be found. It is recommended that it might be more useful than the classical one-shotassessment design.