A group evaluation program of student papers was established within a cross-disciplinary undergraduate writing program. The program was designed to train students to write for a general audience rather than for one teacher, and was initiated within the context of an institution that required students to display objective writing competency in any one of several disciplines as a graduation requirement. The program sought to achieve these specific goals: agreement on competency standards among writing evaluators, separation of the evaluation of content from the evaluation of writing competency, and the extension of the audience for student papers. Institution-wide valid and reliable standards for competency were set, and faculty members were trained how and how not to teach writing. The following evaluation priorities emerged: strong emphasis should be placed on logic, coherence, development of ideas, and use of quotations; grammatical considerations should weigh less heavily than logic and coherence; structural, logical, and grammatical considerations are more significant than semantic or syntactical concerns; and no solution was found to the priority to be placed on poor writing. (DF)