Sentence examples for questions were categorized from inspiring English sources

Responses to open‐ended coping questions were categorized as religious or non‐religious in nature.

These questions were categorized: general, protocol, awareness about SIRS, sepsis, severe sepsis, septic shock, treatment and case studies.

Students' questions were categorized as research or non-research questions, based on the aforementioned definition of Cuccio-Schirripa and Steiner (2000).

For this analysis, 7 content-related questions used in all three classes were included; questions were categorized as 2 lower-order cognition (knowledge and comprehension), 2 application and 3 analysis level questions (Crowe et al. [2008]).

Questions were categorized by the amount of change expected, as described previously for the development of a comparable questionnaire [18], primarily based on the time frame of the question and blinded to the results as follows: 'no change expected,'changege unlikely,' '1 unit change expected,'3'3 unit change expected,'changege likely'.

The three research questions were categorized according to Chapelle et al.'s (2008) and Xi (2010) argument-based validity framework, which consists of Domain Definition (or Representation), Evaluation, Generalization, Explanation, Extrapolation, and Utilization inferences, three of which were relevant to the current study.

Questions are categorized according to the practices demanded by the stem.

The survey consists of fourteen multiple choice items that are scored on a scale of 0 to 3 and questions are categorized as measuring anxiety versus depression accordingly.

A response of "yes" to any of the risk behavior questions was categorized as "yes" for overall risk behavior within the time period.

Then data for each question were categorized into overall themes associated with the question.

Answers to the latter question were categorized (by PS and AW).