We present a method for identifying editor roles from students’ revision behaviors during argumentative writing. We first develop a method for applying a topic modeling algorithm to identify a set of editor roles from a vocabulary capturing three aspects of student revision behaviors: operation, purpose, and position. We validate the identified roles by showing that modeling the editor roles that students take when revising a paper not only accounts for the variance in revision purposes in our data, but also relates to writing improvement.
CITATION STYLE
Afrin, T., & Litman, D. (2019). Identifying editor roles in argumentative writing from student revision histories. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 11626 LNAI, pp. 9–13). Springer Verlag. https://doi.org/10.1007/978-3-030-23207-8_2
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