I begin by looking briefly at the historical circumstances that led to the initial introduction of writing placement practices, how these events influenced a demand for new placement procedures, and how this initiative developed over time to become a more complex issue than originally anticipated. Then, I review the evolution of placement practices, engaging with and analyzing the field's conversations regarding the most popular placement paradigms over recent decades. Last, I provide an in-depth discussion of the existing research on DSP [Directed Self-Placement], identify ways current practices are inadequate, and propose some innovations that might enable a more effective application of the procedure. Ultimately, I make two arguments: 1.) That while DSP procedure may not recognize each of the TYCA's [Two-Year College English Association's] placement criteria, it is the only potentially effective placement practice sustainable by TYC [two-year colleges]; and 2.) That one especially significant way in which the effectiveness of DSP might be improved is via the design of a new Directed Self-Placement Questionnaire (DSPQ) with an emphasis on metacognition and the student's understanding of not only their own writing process, but also an understanding of what constitutes an "effective writing process" at their university. However, this will require institutions to develop their own DSP procedures because they must be developed locally. Although I am unable to offer a definitive solution, I offer new insights regarding the development of a new DSPQ and conclude by considering additional ways in which scholars in the field can engage in further research and discussions aimed at improving the effectiveness and ethicality of DSP.