Identifying Editor Roles in Argumentative Writing from Student Revision Histories

Tazin Afrin; Diane Litman

doi:10.1007/978-3-030-23207-8_2

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arXiv · 1909.05308

Identifying Editor Roles in Argumentative Writing from Student Revision Histories

Tazin Afrin·Diane Litman

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Abstract

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.

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BibTeX RIS

Tazin Afrin, Diane Litman. 2019-09-03. Identifying Editor Roles in Argumentative Writing from Student Revision Histories. https://doi.org/10.1007/978-3-030-23207-8_2

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