Some of the attempts to establish what standards can define acceptable writing have resulted in the development of grading scales of one sort or another. The controversy about using grading scales to evaluate written composition has received much attention in research and in theory over the past 50 years, but the results of a survey of 600 members of the College Section of National Council of Teachers of English revealed that in the spring of 1984 only 45 or 11.6% of the 386 respondents actually used scales in their evaluations of freshman composition. The theoretical interest in these scales is apparently not matched by their use by teachers of freshman composition.