When writing teachers at any level get together to assess student essays, they often disagree in their evaluations of the writing at hand. This is no surprise as writing is a complex process, and in evaluating it, teachers go through a complex sequence of thoughts before emerging with an overall assessment. Critical thinking, or the complexity of thought and analysis that is expected in "college-level" writing, is often not included in writing rubrics. Sometimes added as a separate category to writing rubrics, critical thinking appears in its simplest terms as a measurement of whether the logic is clear rather than whether the thinking is complicated, open-minded, or contextually appropriate. The authors describe their attempt to devise a practical way to integrate critical thinking more overtly into the assessment of college writing across the disciplines. Their goal was to develop a streamlined rubric that is sufficiently simple and adaptable to be easily used by faculty who assign writing across disciplines. (Contains 4 tables.)