Identifying Editor Roles in Argumentative Writing from Student Revision Histories
arXiv:1909.05308 · doi:10.1007/978-3-030-23207-8_2
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.