In an effort to rethink the evaluation of student writing with the ultimate goal of convincing novice writers that rewriting predicates as well as presupposes the act of writing, I describe a point-accrual grading system where students accumulate points with redrafted submissions during a semester. This approach to evaluation offers students more autonomy in controlling their “earned” grade as well as incentivizes their investments in the revision process. In contrast to the normative percentages approach to grading, this point-accrual system not only gives students a less ambivalent form of grading but also moves them past surface-level revision and into rhetorical restructuring.