Details
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers) |
| Editors | Kevin Duh, Helena Gomez, Steven Bethard |
| Pages | 2661–2674 |
| Number of pages | 14 |
| ISBN (electronic) | 9798891761148 |
| Publication status | Published - Jun 2024 |
Publication series
| Name | Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, NAACL 2024 |
|---|---|
| Volume | 1 |
Abstract
Learning argumentative writing is challenging. Besides writing fundamentals such as syntax and grammar, learners must select and arrange argument components meaningfully to create high-quality essays. To support argumentative writing computationally, one step is to mine the argumentative structure. When combined with automatic essay scoring, interactions of the argumentative structure and quality scores can be exploited for comprehensive writing support. Although studies have shown the usefulness of using information about the argumentative structure for essay scoring, no argument mining corpus with ground-truth essay quality annotations has been published yet. Moreover, none of the existing corpora contain essays written by school students specifically. To fill this research gap, we present a German corpus of 1,320 essays from school students of two age groups. Each essay has been manually annotated for argumentative structure and quality on multiple levels of granularity. We propose baseline approaches to argument mining and essay scoring, and we analyze interactions between both tasks, thereby laying the ground for quality-oriented argumentative writing support.
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Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers). ed. / Kevin Duh; Helena Gomez; Steven Bethard. 2024. p. 2661–2674 (Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, NAACL 2024; Vol. 1).
Research output: Chapter in book/report/conference proceeding › Conference contribution › Research › peer review
}
TY - GEN
T1 - A School Student Essay Corpus for Analyzing Interactions of Argumentative Structure and Quality
AU - Stahl, Maja
AU - Michel, Nadine
AU - Kilsbach, Sebastian
AU - Schmidtke, Julian
AU - Rezat, Sara
AU - Wachsmuth, Henning
N1 - Publisher Copyright: © 2024 Association for Computational Linguistics.
PY - 2024/6
Y1 - 2024/6
N2 - Learning argumentative writing is challenging. Besides writing fundamentals such as syntax and grammar, learners must select and arrange argument components meaningfully to create high-quality essays. To support argumentative writing computationally, one step is to mine the argumentative structure. When combined with automatic essay scoring, interactions of the argumentative structure and quality scores can be exploited for comprehensive writing support. Although studies have shown the usefulness of using information about the argumentative structure for essay scoring, no argument mining corpus with ground-truth essay quality annotations has been published yet. Moreover, none of the existing corpora contain essays written by school students specifically. To fill this research gap, we present a German corpus of 1,320 essays from school students of two age groups. Each essay has been manually annotated for argumentative structure and quality on multiple levels of granularity. We propose baseline approaches to argument mining and essay scoring, and we analyze interactions between both tasks, thereby laying the ground for quality-oriented argumentative writing support.
AB - Learning argumentative writing is challenging. Besides writing fundamentals such as syntax and grammar, learners must select and arrange argument components meaningfully to create high-quality essays. To support argumentative writing computationally, one step is to mine the argumentative structure. When combined with automatic essay scoring, interactions of the argumentative structure and quality scores can be exploited for comprehensive writing support. Although studies have shown the usefulness of using information about the argumentative structure for essay scoring, no argument mining corpus with ground-truth essay quality annotations has been published yet. Moreover, none of the existing corpora contain essays written by school students specifically. To fill this research gap, we present a German corpus of 1,320 essays from school students of two age groups. Each essay has been manually annotated for argumentative structure and quality on multiple levels of granularity. We propose baseline approaches to argument mining and essay scoring, and we analyze interactions between both tasks, thereby laying the ground for quality-oriented argumentative writing support.
UR - https://aclanthology.org/2024.naacl-long.145
UR - http://www.scopus.com/inward/record.url?scp=85200226349&partnerID=8YFLogxK
M3 - Conference contribution
T3 - Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies, NAACL 2024
SP - 2661
EP - 2674
BT - Proceedings of the 2024 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies (Volume 1: Long Papers)
A2 - Duh, Kevin
A2 - Gomez, Helena
A2 - Bethard, Steven
ER -