Info & Library Science: stances in move 1

Stances in 'Introduction': Info & Library Science - Introduction 3 - Move 1

(1) Select an 'Introduction' (2) Select a move in that 'Introduction' (What is this?)

Learning Objectives & Strategies:
Explore stances used (A) to make move (B) to support move-making in Move 1
1. Understand what the 3 moves are? ('Introduction' & 3 Moves).
2. Look at the sentences that make move and the stances used.
3. Look at the supporting sentences and the stances used.
4. Compare why supporting sentences are differnt from move-making sentences.
5. Check out the ratios of stances used (A) to make move only & (B) overall in Move 1.

Title: A Machine Learning Approach for Identification of Thesis and Conclusion Statements in Student Essays
Author(s): Jill Burstein and Daniel Marcu
Journal: Computers and the Humanities (37), 2003, 455–467.

Clause

Making Move?
(Y/N)

Stances

Move 1, "Establish a Territory," Introduction 3 (*green = Stance Keywords)

(Y) Topic generalization

Non Argumentative

Software for automated evaluation of student essays has become a prevalent technology over the past few years.

(N) support C1

Med Argumentative: to indicate higher number of

Many colleges, universities, public school districts, and language testing organizations use automated essay scoring technologies to provide grades to student essays (Burstein, 2003; Elliott, 2003; Landauer et al., 2003; Larkey and Croft, 2003; Page, 2003).

(Y) Topic generalization of increasing specificity

Non Argumentative

As educators became more comfortable with automated essay scoring technology,

3.1

(Y) zoom in on a specific focus

High Argumentative

they also gained an awareness about the need for more comprehensive analyses of student writing.

(N) support C3.1

Non Argumentative: to state fact

For example, they were interested in the evaluation
of grammar error detection in essays (Leacock and Chodorow, 2003).

(N) support C3.1

High Argumentative: to proclaim

They also had a strong interest in automated analysis of the essay-based discourse features (Burstein et al., 2003; Burstein and Marcu, 2003).

(N) support C3.1

Tentative: to suggest

The literature in the teaching of writing suggests that

6.1

(N) support C3.1

High Argumentative: to proclaim

invention, arrangement and revision in essay writing must be developed in order to produce effective writing.

(N) support C3.1

Med Argumentative: to indicate higher possibility of

Stated in practical terms, students at all levels can benefit from practice applications that give them an opportunity to work on discourse structure in essay writing.