The purpose of this research is to examine aspects on rater's awareness in the direct assessment of writing. This research is on the hypothesis that writing assessment is reflected in the view of writing and the view of learning to write. The analysis explored complicated ways in which rater's belief and academic background and experience associated with the writing assessment aligned and conflicted. Rater's awareness has appeared in a variety of ways to interpreting of writing task and writing evaluation criterion, and grading. There are tensions and contradictions among these views. In order to maximize what they offer to learners, this research suggest that teachers of writing can benefit from being aware of the existence of all views of writing and learning to write and pedagogic practices associated with them.