# Identifying Editor Roles in Argumentative Writing from Student Revision Histories

arXiv: https://arxiv.org/abs/1909.05308 · HTML: https://mlsanity.com/paper/1909.05308/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- First posted on arXiv 3 Sep 2019.

## Built on by (most cited first, 2 of 2)

- [Predicting Desirable Revisions of Evidence and Reasoning in Argumentative Writing](https://mlsanity.com/paper/2302.05039/) (2023)
- [SemEval-2022 Task 7: Identifying Plausible Clarifications of Implicit and Underspecified Phrases in Instructional Texts](https://mlsanity.com/paper/2309.12102/) (2023)

## Abstract (arXiv)

We present a method for identifying editor roles from students' revision behaviors during argumentative writing. We first develop a method for applying a topic modeling algorithm to identify a set of editor roles from a vocabulary capturing three aspects of student revision behaviors: operation, purpose, and position. We validate the identified roles by showing that modeling the editor roles that students take when revising a paper not only accounts for the variance in revision purposes in our data, but also relates to writing improvement.