This study explored how instructors teaching in the same EFL program rated content in compositions. Twenty-one writing samples written on three different topics were rated by five teacher-raters. The transcribed comments made by the teacher-raters showed that 1) their rating behaviors varied to a great extent as to the ways of commenting on and viewing the content of the compositions, 2) when a composition failed to address the topic given, it negatively affected the assessment of the quality of writing, and 3) the teacher-raters made fewer comments on the content of the formal essays than on the content of e-mails. A couple of suggestions are presented with respect to the necessity of establishing written guides for rating criteria for students" essays and of rater training.

Ⅰ. Introduction
Ⅱ. Literature Review
Ⅲ. Research Questions
Ⅳ. Research Methodology
Ⅴ. Results
Ⅵ. Discussion
Ⅶ. Conclusion and the Limits of the Study
References
Appendix

• Dongwan Cho(Pohang University of Science and Technology) | 조동완