Argumentative writing is the central generic skill in higher education studies. However, students have difficulties basic argumentation skills. Novice do not necessarily receive adequate guidance, and their prior may supported requirements of writing. Position-taking at core argumentation, but are often hesitant to make point. Furthermore, they an incorrect one-sided perception about argument, ...

Context is crucial for identifying argumentative relations in text, but many argument mining methods make little use of contextual features. This paper presents contextaware argumentative relation mining that uses features extracted from writing topics as well as from windows of context sentences. Experiments on student essays demonstrate that the proposed features improve predictive performanc...

Abstract In this study, the relationship among students’ attitude towards peer feedback, feedback performance, and uptake in an online learning environment was investigated. This study conducted at Wageningen University Research 135 undergraduate students participated. A module called “ Argumentative Essay Writing ” designed were asked to follow course three consecutive weeks. Each week perform...

Abstract The purpose of this study, conducted as a follow-up study Oshima (2020), was to examine whether Japanese EFL students’ use vocabulary changed after being given lessons on explicit instruction text structure and process writing. Two groups college students—the beginner-level group writing descriptive essay the advanced-level an argumentative essay—wrote outline, first draft (D1), second...

We propose a novel factor graph model for argument mining, designed for settings in which the argumentative relations in a document do not necessarily form a tree structure. (This is the case in over 20% of the web comments dataset we release.) Our model jointly learns elementary unit type classification and argumentative relation prediction. Moreover, our model supports SVM and RNN parametriza...