Numbers always seem to carry the weight of authority. The thinking, at least subliminally, goes like this: if a teacher awards grades on a 100-point scale, those tiny distinctions must really mean something. But if ten publishers could deem the manuscript for the first Harry Potter book unworthy of publication, how could poor Mrs. Finnegan (not her real name) distinguish so finely between essays as to award one a 92 and another a 93? If we accept that the quality of an essay is somehow definable, we must still recognize that a grade is not a description of an essay’s degree of quality but rather a measurement of it, and one of the most important ways randomness affects us is through its influence on measurement. In the case of the essay the measurement apparatus was the teacher, and a teacher’s assessment, like any measurement, is susceptible to random variance and error.