In this article we address several issues and challenges that the evaluation of writing presents individual instructors and composition programs as a whole. We present electronic distributed evaluation, or EDE, as an emerging model for feedback on student writing and describe how it was integrated into our program's course redesign. Because the curriculum and delivery were significantly redesigned, the evaluation of students' work required reconsideration. The redesign opened a space for us to interrogate grading practices at the individual classroom/instructor level, at the programmatic level, and at a more theoretical level. (Contains 3 tables, 1 figure and 13 notes.)