In a study of writing perceptions held by college faculty in disciplines other than English, 81 faculty members indicated whether each of 67 student writing errors bothered them a great deal, a little, or not at all. Results showed that teachers did not strongly object to errors apparently produced by carelessness or by ignorance of finer distinctions in English usage, but they did react very negatively to violations of status markers (e.g., "brung" for "brought") or of unequivocal conventions. Although the small number of respondents prevented conclusive identification of distinct patterns in responses, the results showed that female instructors had strongly negative reactions to almost twice as many errors as males and that, of the three schools sampled, the arts and sciences proved the most critical, followed closely by education, and trailed by agriculture and business. The study suggested that teachers in disciplines other than English see writing as a means to an end rather than as an end in itself. (MM)