This study explored whether or how three variables—personality traits, analytical/holistic scores, and genre—interact in EFL writing assessment. Thirty one randomly selected Iranian EFL teachers completed a NEO-FFI personality traits inventory, prior to scoring four sample writings in four different genres (namely; argumentative, cause/effect, opinion [advantage/disadvantage], and descriptive)based on a scoring rubric, developed by Jacobs, Zingraf, Wormuth, Hartfiel, and Hughey (1981). Applying Pearson-correlation analysis, no significant relationship was observed between the raters’ traits and the holistic scores assigned to each genre; however, significant correlations were found between analytic scores given to each individual component of scoring rubric and the raters’ traits. Making raters aware of their personality traits can direct them to find out sources of their biases, and their tendencies to respond in certain ways to texts.