Give Me More Feedback II: Annotating Thesis Strength andRelated Attributes in Student Essays
Abstract
While the vast majority of existing work on
automated essay scoring has focused on holistic scoring, researchers have recently begun
work on scoring specific dimensions of essay
quality. Nevertheless, progress in dimensionspecific essay scoring research is hindered in
part by the lack of annotated corpora. To facilitate advances in this area of research, we design a rubric for scoring an important, yet unexplored dimension of persuasive essay quality, thesis strength, and annotate a corpus of essays with thesis strength scores. We additionally identify the attributes that could impact
thesis strength and annotate the essays with the
values of these attributes, which, when predicted by computational models, could provide feedback to students on why her essay receives a particular thesis strength score.