The social implications of evaluating the writing of English-as-a-Second-Language (ESL) students are discussed in the context of the Hegemony Theory, a radical critical view of schooling, which identifies schools as an agency of socialization. This theory, based on ethnographic research that suggests students receive different kinds of education depending on social class, suggests that the roles that teachers and students play in the classroom trains the students for later roles in society. ESL writing teachers must sensitize themselves to these social implications by looking into three areas: (1) who establishes the evaluation criteria, (2) what the evaluation criteria are, and (3) how the evaluation criteria are used, including when evalution is carried out and by whom. (DJD)