Assessing a student composition as the product of an extended series of interactions opens up questions about how these interactions, and the evaluations of these interactions, are being changed as IT is integrated with print-based writing processes. Situating, describing, and negotiating criteria prepare teachers and test developers for considering how student interactions during the process of composing can be incorporated into pedagogical and evaluative techniques. Advances in IT have changed both how students compose and the products that they produce. Looking at an html composition, evaluating that work from the perspective of a print document and as a Web site contrasts some of the basic differences in rhetorical structures used for the page and the screen. However, simply considering the medium as the context within which a work exists excludes social variables. Ignoring the social situation within which a composition works curtails the validity of a writing assessment.