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In order to judge the gravity of written errors, teachers generally resort to different sets of criteria. In addition, the majority of error gravity research studies focus on the judgment of native versus non-native speakers. However, little concern has been paid to the role of criteria selection in shaping gravity judgment in the Tunisian context. Therefore, this research attempted to investigate the impact of criteria selection in shaping teachers’ judgment of the gravity of written errors. Fifty essays of third year management students were analysed. Fifteen Tunisian teachers participated in the evaluation process. Teachers were classified according to their experience as long teaching experience teachers (LTETs). In order to gauge their judgments, they were to react on a scale item questionnaire using two different criteria: irritation and acceptability. This piece of paper is quantitative in nature. The findings showed that teachers tended to behave differently in reacting to the students’ written errors. Therefore, they differed in terms of leniency/severity dichotomy in assessing the gravity of the errors.

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