No abstract

Writing analytics has emerged as a sub-field of learning analytics, with applications including the provision of formative feedback to students in developing their writing capacities. Rhetorical markers in writing have become a key feature in this feedback, with a number of tools being developed across research and teaching contexts. However, there is no shared corpus of texts annotated by these tools, nor is it clear how the tool annotations compare. Thus, resources are scarce for comparing tools for both tool development and pedagogic purposes. In this paper, we conduct such a comparison and introduce a sample corpus of texts representative of the particular genres, a subset of which has been annotated using three rhetorical analysis tools (one of which has two versions). This paper aims to provide both a description of the tools and a shared dataset in order to support extensions of existing analyses and tool design in support of writing skill development. We intend the description of these tools, which share a focus on rhetorical structures, alongside the corpus, to be a preliminary step to enable further research, with regard to both tool development and tool interaction

No abstract

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