A study examined how college professors reacted to non-native English-speaking students' academic writing. It looked specifically at (1) their rating on a 10-point scale of content versus language of an essay written by non-native-speaking students; (2) their rank ordering of comprehensibility, acceptability, and irritation for errors; (3) how sciences and humanities faculty react differently or similarly; and (4) the factors that are significant in professors' ratings. Two student compositions (written by one Chinese speaker and one Korean) were evaluated by 178 professors at the University of California at Los Angeles (including 34 non-native speakers of English). Results show (1) professors gave higher ratings for language than for content; (2) errors were ranked for comprehensibility, irritation, and acceptability, in that descending order; (3) lexical errors were considered the most serious; (4) the non-science professors tended to be more lenient in their judgments than the science professors; and (5) the professors' age and native language were significant factors in their judgment of language, but not composition. The sample compositions, the survey instruments, and tabulations of results are appended. (MSE)