Students often view their course grades as a mysterious equation of teacher-given grades, teacher-given grace, and some other ethereal components based on luck. However, giving students the power to earn points based on numerous daily/weekly assignments and attendance makes the grading process objective and personal, freeing the instructor to teach, rather than make subjective judgment calls. For a long while, the author struggled as an instructor over how grading should be done. She used a rubric for grading essays, and that usually worked pretty well. However, writing involves many drafts, and the grading of drafts was always difficult. Creating a straightforward grading system, which her students could easily understand and use to their advantage, was her goal in developing the point-by-point system. It had to include giving rewards for each assignment, to give value to each, along with something in return for attending class. This article illustrates how using the extended metaphor of a part-time job will help students easily keep track of their progress, attend class regularly, and come to understand that each assignment is a valuable learning opportunity. (Contains 1 figure.)