Ensuring Stylistic Congruity in Collaboratively Written Text : Requirements Analysis and Design IssuesMelanie

ness, concreteness, staticness, or dynamism. The other grammar-based approach to assessing stylistic goals was implemented by Ryan et al. (1992). The stylistic goals of this grammar (with settings in brackets) are as follows: emphasis (emphatic, neutral, at); clarity (clear, neutral, obscure); and dynamism (dynamic, neutral, static). In this grammar, the basis for evaluating these goals was semantic, rather than the syntactic basis used by STYLISTIQUE. The particular semantic information used was the pattern of focus among the sentences in a paragraph. In an abstraction similar to STYLISTIQUE's, a set of grammar rules was used to specify the correspondence between the various possible patterns of focus and the de ned stylistic goals (again, with the intermediary level, the abstract elements of style). Both of these applications use the relationship between indicators and stylistic goals as the basis for assessment. The di erence between these applications and the ag-based applications is that the relationship is much more sophisticated and the identi ed stylistic goals have a basis in stylistic theory. They do have some similarities, however. First, only intra-sentence indicators are used. Second, the relationship between these sentence-level quanti able properties and the stylistic qualities (whether stylistic goals or properties) has not been empirically veri ed. 3.5 A Construct/Indicator Model of Stylistic Assessment In sections 3.3 and 3.4, many views of style were described, both theoretical and practical. Figure 3.4 shows a construct/indicators model that provides a framework for the information upon which stylistic assessments are based and for describing the qualitative aspects of style. The components of the model and their names are drawn from the research eld of experimental design (and are de ned analogously). These components will be described in the following sections. 3.5.1 Computational Detection There were many di erences among the various applications described in section 3.4, but all of them used, as the basis of the stylistic assessment, a relationship between quanti able clues in the text and qualitative, stylistic abstractions such as stylistic goals, stylistic problems, or stylistic qualities. For some applications, this relationship was simple and 62 . . . . . . . . . . . . . . . . . .