Table 1 The coding schema for the rating process in the TOEFL rating context
From: Rater cognitive processes in integrated writing tasks: from the perspective of problem-solving
Self-monitoring focus | Rhetorical and ideational focus | Language focus |
|---|---|---|
Interpretation strategies | ||
Read or interpret writing prompts | Interpret unclear expressions | Observe layout |
Read or reread compositions | Discern rhetorical structures | Classy errors into types |
Envision the personal situation of the authors Scan whole compositions | Summarize ideas or propositions | Edit phrases for interpretation |
Judgment strategies | ||
Decide strategies for reading | Assess reasoning, logic, and development | Assess quantity or overall production |
Consider personal response | Assess task completion | Assess comprehensibility |
Define or revise your own criteria | Assess relevance | Consider the gravity of errors |
Compare with other composition | Assess coherence | Consider error frequency |
Summarize or tally judgment collectively | Assess originality or creativity | Assess fluency |
Articulate general impression | Assess redundancies | Consider lexis |
Assess text organization | Consider syntax or morphology | |
Assess style, register, or genre Rate ideas or rhetoric | Consider spelling or punctuation Rate language overall | |