Discourse Classification into Rhetorical Functions for AWE Feedback

Cotos, Elena; Pendar, Nick

doi:10.1558/cj.v33i1.27047

Cited by 24 publications

(24 citation statements)

References 35 publications

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“…Automated Assessment of Writing -Existing, academic writing tools have focused on identifying author intentions, such as those described by Swales (1990), that can be found in an Introduction (Cotos and Pendar, 2016;Anthony and V. Lashkia, 2003;Abel, 2018). The Criterion online writing service, focuses on automated persuasive essay evaluation and uses recognition of discourse elements based on aspects such as supporting ideas, introductions and conclusion (Burstein et al, 2003(Burstein et al, , 2004.…”

Section: Related Workmentioning

confidence: 99%

Classifying Author Intention for Writer Feedback in RelatedWork

Casey

Webber

Głowacka

2019

Proceedings - Natural Language Processing in a Deep Learning World

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The ability to produce high-quality publishable material is critical to academic success but many Post-Graduate students struggle to learn to do so. While recent years have seen an increase in tools designed to provide feedback on aspects of writing, one aspect that has so far been neglected is the Related Work section of academic research papers. To address this, we have trained a supervised classifier on a corpus of 94 Related Work sections and evaluated it against a manually annotated gold standard. The classifier uses novel features pertaining to citation types and co-reference, along with patterns found from studying Related Works. We show that these novel features contribute to classifier performance with performance being favourable compared to other similar works that classify author intentions and consider feedback for academic writing.

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Section: Related Workmentioning

confidence: 99%

Classifying Author Intention for Writer Feedback in RelatedWork

Casey

Webber

Głowacka

2019

Proceedings - Natural Language Processing in a Deep Learning World

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“…Unlike traditional AWE systems, RWT's feedback draws students' attention to the rhetorical conventions of a research genre, as opposed to grammatical correctness and elements of style in essays. The backbone of this module is an analysis engine that is trained to classify every sentence of a student text into moves and respective steps (for details see Cotos & Pendar, 2016). The results of classification are translated to different types of macro and micro-level feedback generated when students submit their drafts for automated analysis.…”

Section: Feedback Module: 'Analyze My Writing'mentioning

confidence: 99%

“…The automated analysis performed by RWT's engine also anticipates a scale-up. While it yields acceptable move/step classification measures (Cotos & Pendar, 2016), feedback accuracy remains to be improved. Also, the system classifies sentences only into one move and one step, but often sentences in published texts represent more than one rhetorical function.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Computer-Assisted Research Writing in the Disciplines

Cotos¹

2016

Adaptive Educational Technologies for Literacy Instruction

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It is arguably very important for students to acquire writing skills from kindergarten through high school. In college, students must further develop their writing in order to successfully continue on to graduate school. Moreover, they have to be able to write good theses, dissertations, conference papers, journal manuscripts, and other research genres to obtain their graduate degree. However, opportunities to develop research writing skills are often limited to traditional student-advisor discussions (Pearson & Brew, 2002). Part of the problem is that graduate students are expected to be good at such writing because if they "can think well, they can write well" (Turner, 2012, p. 18). Education and academic literacy specialists oppose this assumption. They argue that advanced academic writing competence is too complex to be automatically acquired while learning about or doing research (Aitchison & Lee, 2006). Aspiring student-scholars need to practice and internalize a style of writing that conforms to discipline-specific conventions, which are norms of writing in particular disciplines such as Chemistry, Engineering, Agronomy, and Psychology. Motivated by this need, the Research Writing Tutor (RWT) was designed to assist the research writing of graduate students. RWT leverages the conventions of scientific argumentation in one of the most impactful research genres -the research article. This chapter first provides a theoretical background for research writing competence. Second, it discusses the need for technology that would facilitate the development of this competence. The description of RWT as an exemplar of such technology is then followed by a review of evaluation studies. The chapter concludes with recommendations for RWT integration into the classroom and with directions for further development of this tool. Disciplines Early Childhood Education | Educational Technology | English Language and Literature | Language and Literacy Education | Technical and Professional Writing CommentsThis is an Accepted Manuscript of a book chapter published by Routledge in Adaptive Educational

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“…Using the annotated corpus data and the statistical properties of n-grams in our corpus, probabilistic language models for predicting the occurrence of moves and steps were built to generate rhetorical feedback (Babu, 2013;Cotos, Gilbert, & Sinapov, 2014). RWT's analysis engine approaches the identification of these discourse units as a supervised classification problem (see Burstein, Marcu, & Knight, 2003;Pendar & Cotos, 2008), where each sentence in a text is considered an independent unit of analysis to be classified into two categories -one corresponding to a move and the second corresponding to a step within the identified move.…”

Section: Computational Operationalization For Pedagogical Usementioning

confidence: 99%

Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy

Cotos

Huffman

Link

2015

Journal of English for Academic Purposes

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John Swales' seminal work has inspired a wealth of research with important pedagogical implications for genre-based writing instruction. Continuing the prolific move analysis tradition in EAP research, this article presents empirically devised and validated cross-disciplinary IMRD move/step frameworks for the research article genre and demonstrates how Swales' move and step concepts underlying these frameworks formed the foundation of innovative genre-based automated writing evaluation technology. Overall, this paper makes the relationships between genre theory, genre analysis, and genre instruction explicit, demonstrating that move analysis is a powerful and promising theoretical, analytic, and teaching construct. With that, we take Swales' vision to a new dimension of conceptualizing EAP. Keywordsgenre analysis, move, step, genre-based writing pedagogy, automated writing evaluation, research writing Disciplines Curriculum and Instruction | Curriculum and Social Inquiry | Educational Assessment, Evaluation, and Research | Educational MethodsComments NOTICE: this is the author's version of a work that was accepted for publication in Journal of English for Academic Purposes. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of English for Academic Purposes, [19, (2015) AbstractJohn Swales' seminal work has inspired a wealth of research with important pedagogical implications for genre-based writing instruction. Continuing the prolific move analysis tradition in EAP research, this article presents empirically devised and validated cross-disciplinary IMRD move/step frameworks for the research article genre and demonstrates how Swales' move and step concepts underlying these frameworks formed the foundation of innovative genre-based automated writing evaluation technology. Overall, this paper makes the relationships between genre theory, genre analysis, and genre instruction explicit, demonstrating that move analysis is a powerful and promising theoretical, analytic, and teaching construct. With that, we take Swales' vision to a new dimension of conceptualizing EAP.

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Discourse Classification into Rhetorical Functions for AWE Feedback

Cited by 24 publications

References 35 publications

Classifying Author Intention for Writer Feedback in RelatedWork

Classifying Author Intention for Writer Feedback in RelatedWork

Computer-Assisted Research Writing in the Disciplines

Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy

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