A study explored the processes and attitudes that occur when assigning students a final course grade. The final grades for 1,578 students in a basic communication course were used in discriminant analyses. The level (the mean of all grades given) and the spread (standard deviation of all grades given) were estimated for each of 17 instructors. The communication responsiveness of the instructors and students was measured by the Conversation Self Report Inventory. Instructors' judging habits and students' and instructors' communication responsiveness as well as the instructors' knowledge of the students' gender and college major were measured against the final course grades. The results indicated that a substantial portion of the grade was the result of the instructor's differentiation between students. Both level and spread had a significant impact. The chances of getting an A rather than an F were enhanced if the instructor had a more lenient, low-spread grading style than if the instructor had a more severe, high-spread style. None of the variables associated with communication responsiveness of the instructor proved significant in the analysis. However, the communication responsiveness of the student had a pervasive influence on the final course grade received. The impact of stereotypic knowledge upon grades was striking. Females were much more likely to get a high grade in the course. Gender accounted for 15.8% of the variance in grades. Being a major in the colleges of engineering, agriculture, and home economics increased the chances of low course grade. (HTH)