Enjoyment and Assessment: Opposites?

When teachers assess student writing, they might think of it as putting on a reflective, critical hat: one must assign a grade, which requires a logical mindset. What happens when one instructs teachers not simply to evaluate in a logical way, but to enjoy the students' writing through their emotions? So far, I have the stumbling block of seeing "reason" and "emotion" as somehow separate components in the assessment process.
  It's very much similar to the distinction between "passive" and "active" reading.  Books can be both a source of reflection and a kind of passive escape from thinking altogether. I have sometimes heard the expression "being carried away by a book" to describe the latter. It is as though succumbing to the pleasures of reading something without any critical acumen or interpretive framework were a kind of primitive, inadequate source of reading that needs to be supplanted in favor of a mature way of reading. I am also reminded of Plato's warning that art "corrupts" character, especially art that does not have a specific message that supports moral life.
   Bringing enjoyment or pleasure into assessing student work is not easy, because assessment itself is built around critical frameworks that support certain ways of reasoning about writing and art. Without those logical structures in place (and legitimated), there is a danger that the process of grading itself can lose its coherence. I remember a high school English teacher once remarking on how impossible he felt to grade creative writing, although he never hesitated to assign tough grading standards on essays. This teacher felt reluctant to evaluate creativity in the same way that intellectual thinking could be evaluated.
   What is it about creativity or "creative" writing that makes it immune to the deeper criticism of an essay or academic paper? Again, I would have to say that teachers have different impressions about the functions of these writing types. Whereas it's considered legitimate to enforce strict standards on discursive writing, narrative writing might get a looser evaluative mode. It's as though a kind of caution steps in that wants to preserve the sacredness of creativity and our responses to it, by holding a space away from a critical lens.