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This dissertation explores the ways writing assessment manifests within everyday writing, a category of writing wherein writers write for their own purposes and under their own volition, in order to provide an alternate approach to theorizing writing assessment. Research into the processes and impact of writing assessment has been primarily developed by observing dominant scenes of writing, focused largely on writing located in or designed and administered by various educational institutions (e.g., College Board, classroom grades, state testing). Turning attention to a concept of everyday writing assessment—the systems of interpreting and judging written texts that lead to decisions, actions, or changes in everyday writing—this dissertation is able to broaden knowledge about how writing assessment is a social action that can shape, define, and permit kinds of writing, processes, and identities in our society. Using case study methods, this dissertation works toward a fuller theory of writing assessment by observing how assessment manifests in the everyday writing of four writers, each a participant in one of two local communities of practice: Ham and Billy are key volunteers for The Vine, an activist, community outreach organization. Granny and Autumn are members of the Home Club, a religious women’s group. The findings of the research—drawn from field observations, time-use diaries, and follow-up interviews—provide a map of research areas that everyday writing is able to make more legible for writing assessment research: (1) how everyday writing assessment is implicated in how writers build, understand and maintain social bonds and (2) how writers conceive, perceive, and construct writing assessment intertextually.