Facing the problem of a wide discrepancy in grading standards for student essays, the English department at a Texas community college developed a standardized method of grading students' expository and persuasive essays. The department established a committee of 10 full-time instructors whose objective was to standardize grading for all required essays. The committee developed five categories of criteria: (1) content, purpose, thesis, and support for thesis; (2) organization, development, and paragraphs; (3) sentences; (4) word use and tone; and (5) punctuation and mechanics. The categories were refined after a semester to include a "D" grade as well as "A,""B," and "C." Additionally, a sliding scale and a "no grade" option were incorporated. "B" papers were then differentiated from "A" papers as being accurate rather than superior, as worthwhile rather than valuable, and as lacking "rich" content. "C" papers were then defined as sketchy and routine, and "D" or "F" papers showed poor theses and little or irrelevant support. A review of the revised criteria indicates that they need some refinement, as "A's" and "F's" are difficult to assign, but that on the whole they have provided more specific direction for students looking to revise their work, and they have reduced grading time. (JC)