 Michel Balinski and Rida Laraki (2007) showed that scoring and grading enable an “escape” from Arrow’s impossibility while staying within an ordinal framework. Their theory of majority judgment is a generalization of median grading that makes more use than it does of the ordinal information in grade profiles (Balinski and Laraki 2010). Balinski and Laraki insist that people must share what they call a “common language” of grades, without giving this notion a precise sense. Indeed it can be shown that, when different people might have very different thresholds for awarding grades, there is in grade profiles no more information than in the corresponding profiles of weak orderings. Then a close relative of Arrow’s impossibility returns (Morreau 2016).