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        <title>Annotating Student Talk in Text-based Classroom Discussions</title>
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    <name type="personal">
        <namePart type="given">Luca</namePart>
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    <name type="personal">
        <namePart type="given">Diane</namePart>
        <namePart type="family">Litman</namePart>
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    <name type="personal">
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    <name type="personal">
        <namePart type="given">Christopher</namePart>
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            <title>Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications</title>
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            <namePart type="given">Joel</namePart>
            <namePart type="family">Tetreault</namePart>
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            <namePart type="given">Jill</namePart>
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        <name type="personal">
            <namePart type="given">Ekaterina</namePart>
            <namePart type="family">Kochmar</namePart>
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            <namePart type="given">Claudia</namePart>
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            <namePart type="given">Helen</namePart>
            <namePart type="family">Yannakoudakis</namePart>
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    <abstract>Classroom discussions in English Language Arts have a positive effect on students’ reading, writing and reasoning skills. Although prior work has largely focused on teacher talk and student-teacher interactions, we focus on three theoretically-motivated aspects of high-quality student talk: argumentation, specificity, and knowledge domain. We introduce an annotation scheme, then show that the scheme can be used to produce reliable annotations and that the annotations are predictive of discussion quality. We also highlight opportunities provided by our scheme for education and natural language processing research.</abstract>
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    <identifier type="doi">10.18653/v1/W18-0511</identifier>
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%0 Conference Proceedings
%T Annotating Student Talk in Text-based Classroom Discussions
%A Lugini, Luca
%A Litman, Diane
%A Godley, Amanda
%A Olshefski, Christopher
%Y Tetreault, Joel
%Y Burstein, Jill
%Y Kochmar, Ekaterina
%Y Leacock, Claudia
%Y Yannakoudakis, Helen
%S Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications
%D 2018
%8 June
%I Association for Computational Linguistics
%C New Orleans, Louisiana
%F lugini-etal-2018-annotating
%X Classroom discussions in English Language Arts have a positive effect on students’ reading, writing and reasoning skills. Although prior work has largely focused on teacher talk and student-teacher interactions, we focus on three theoretically-motivated aspects of high-quality student talk: argumentation, specificity, and knowledge domain. We introduce an annotation scheme, then show that the scheme can be used to produce reliable annotations and that the annotations are predictive of discussion quality. We also highlight opportunities provided by our scheme for education and natural language processing research.
%R 10.18653/v1/W18-0511
%U https://aclanthology.org/W18-0511
%U https://doi.org/10.18653/v1/W18-0511
%P 110-116

Markdown (Informal)

[Annotating Student Talk in Text-based Classroom Discussions](https://aclanthology.org/W18-0511) (Lugini et al., BEA 2018)

• Annotating Student Talk in Text-based Classroom Discussions (Lugini et al., BEA 2018)

ACL

• Luca Lugini, Diane Litman, Amanda Godley, and Christopher Olshefski. 2018. Annotating Student Talk in Text-based Classroom Discussions. In Proceedings of the Thirteenth Workshop on Innovative Use of NLP for Building Educational Applications, pages 110–116, New Orleans, Louisiana. Association for Computational Linguistics.