Are You Being Rhetorical? A Description of Rhetorical Move Annotation Tools and Open Corpus of Sample Machine-Annotated Rhetorical Moves

Knight, S; Abel, S; Shibani, A; Goh, YK; Conijn, R; Gibson, A; Vajjala, S; Cotos, E; Sándor Á; Buckingham Shum, S

Are You Being Rhetorical? A Description of Rhetorical Move Annotation Tools and Open Corpus of Sample Machine-Annotated Rhetorical Moves

Knight, S

Abel, S Shibani, A Goh, YK Conijn, R Gibson, A Vajjala, S Cotos, E Sándor Á Buckingham Shum, S

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Publisher:: Society for Learning Analytics Research
Publication Type:: Journal Article
Citation:: Journal of Learning Analytics, 2020, 7, (3), pp. 138-154
Issue Date:: 2020-12-17

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Field	Value	Language
dc.contributor.author	Knight, S https://orcid.org/0000-0002-8709-5780
dc.contributor.author	Abel, S
dc.contributor.author	Shibani, A
dc.contributor.author	Goh, YK
dc.contributor.author	Conijn, R
dc.contributor.author	Gibson, A
dc.contributor.author	Vajjala, S
dc.contributor.author	Cotos, E
dc.contributor.author	Sándor Á
dc.contributor.author	Buckingham Shum, S https://orcid.org/0000-0002-6334-7429
dc.date.accessioned	2021-01-03T23:51:06Z
dc.date.available	2021-01-03T23:51:06Z
dc.date.issued	2020-12-17
dc.identifier.citation	Journal of Learning Analytics, 2020, 7, (3), pp. 138-154
dc.identifier.issn	1929-7750
dc.identifier.issn	1929-7750
dc.identifier.uri	http://hdl.handle.net/10453/145054
dc.description.abstract	<jats:p>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</jats:p>
dc.language	en
dc.publisher	Society for Learning Analytics Research
dc.relation.ispartof	Journal of Learning Analytics
dc.relation.isbasedon	10.18608/jla.2020.73.10
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1303 Specialist Studies in Education
dc.title	Are You Being Rhetorical? A Description of Rhetorical Move Annotation Tools and Open Corpus of Sample Machine-Annotated Rhetorical Moves
dc.type	Journal Article
utslib.citation.volume	7
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney/Faculty of Transdisciplinary Innovation
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.date.updated	2021-01-03T23:50:56Z
pubs.issue	3
pubs.publication-status	Published online
pubs.volume	7
utslib.citation.issue	3

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

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http://hdl.handle.net/10453/145054