the imminence of grading essays by computer

• DOI: 10.1016/S8755-4615(05)80058-1
• Corpus ID: 57987019

The Imminence of Grading Essays by Computer-25 Years Later

• William Wresch
• Published 1 April 1993
• Computer Science
• Computers and Composition

452 Citations

A survey of current machine learning approaches to student free-text evaluation for intelligent tutoring.

• Highly Influenced

Automated Scoring for Reading Comprehension via In-context BERT Tuning

Automated evaluation for student argumentative writing: a survey, automated essay scoring (aes); a semantic analysis inspired machine learning approach: an automated essay scoring system using semantic analysis and machine learning is presented in this research, automated evaluation of writing – 50 years and counting, deepreviewer: collaborative grammar and innovation neural network for automatic paper review.

• 10 Excerpts

A comparison of similarity metrics for e-assessment of MS Office assignments

• 14 Excerpts

Scoring Persuasive Essays Using Opinions and their Targets

Automated essay evaluation augmented with semantic coherence measures, enlp tutorial notes – references, 5 references, the effectiveness of composing process software, toward a theory of computer essay grading, the use of the computer in analyzing student essays, semantic di erential profiles for 1000 most frequent english words, related papers.

Showing 1 through 3 of 0 Related Papers

Attention! Your ePaper is waiting for publication!

By publishing your document, the content will be optimally indexed by Google via AI and sorted into the right category for over 500 million ePaper readers on YUMPU.

This will ensure high visibility and many readers!

Your ePaper is now published and live on YUMPU!

You can find your publication here:

Share your interactive ePaper on all platforms and on your website with our embed function

The Imminence of Grading Essays by Computer.

• comppile.org

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

• More documents
• Recommendations

Page, Blis B. "<strong>The</strong> Use <strong>of</strong> the <strong>Computer</strong> in Analyzing Student <strong>Essays</strong>." (n- ternational Review <strong>of</strong> Education. 14:2 (1%8), pp. 210-224. . "<strong>The</strong> <strong>Imminence</strong> <strong>of</strong> <strong>Grading</strong> <strong>Essays</strong> <strong>by</strong> <strong>Computer</strong>." Phi Delta Kappan. 47 (1966). pp. 238-243. Page, Blis 6. and Dieter H. Paulus, <strong>The</strong> Analysis <strong>of</strong> <strong>Essays</strong> <strong>by</strong> <strong>Computer</strong>. [ED 028 6331 Paijmans, J. J. "Hatural Language Databases on Microcomputers." Data Bases in the Humanities and Social Sciences. ed. Robert F. Allen. Osprey, FL: Paradigm Press, 1985, pp. 341-346. Paikeday, Thomas M. "<strong>The</strong> Joy <strong>of</strong> Lex." Creative Computing. 9:11 (noWmber 1983). pp. 240-245. Pallatto, John, "Word Processing <strong>by</strong> Menu: Many Users Prefer bsy-to- learn, English-speaking Alternatives to Command-driven Packages." PC Week. 3:22 (June 3, 1986). pp. 65-67, 72. Palter, Alan. "<strong>The</strong> Myths <strong>of</strong> Desktop Publishing: Desktop Publishing Is Hot What Everyone Says It Is." Information Center. 3:4 (April 1987), p. 12. Palmer, A. et al. "Changing Teacher and Student Attitudes Through Ubrd Processing." <strong>The</strong> Computing Teacher. 11:9 (May 1984), pp. 45-47. Papert, Seymour. "<strong>The</strong> Hext Step: LogoWriter." Classroom <strong>Computer</strong> Learning. 6:7 (April 1986), pp. 38-40. Parham, Charles. "Conquering the Dreaded Blank Page: Here's a Look at Rewriting: What It Is and How a <strong>Computer</strong> Can Help Us Do It." <strong>Computer</strong> Classroom Learning. 7:l (September 1986), pp. 39-44. Parris, Peggy 8. "Building the Perfect Beast: Pre-Writing Fiction on a Microcomputer without Special S<strong>of</strong>tware." Collegiate Microcomputer. 4:4 (Hovember 1986), pp. 297-299. . "Building the Perfect Beast: Pre-Writing Fiction without Special S<strong>of</strong>tware." XU: Proceedings <strong>of</strong> the 19th Annual Small College Computing Symposium. ed. Dale Rognlk. Rapid City, SO: South Dakota School <strong>of</strong> Mines and Technology, April 11-12, 1986, pp. 231-237. Parson, Gail. Hand in Hand: <strong>The</strong> Writing Process and the Mkrocomputer, Two Revolutions in the Teaching <strong>of</strong> Writing. Anchorage, AH: Alaska Depart- merit <strong>of</strong> Education, 1985. Patten, David A. Wpapers and flew Media. White Plains, MY: Knowledge Industry Publications, 1985. Paul, Terri and Don Payne. "<strong>Computer</strong>-Assisted Instruction: Teaching and Learning from Basic Writers." <strong>The</strong> Writing Instructor. 2:4 (Summer 1983), pp. 193-199. Pearlman, Dara. "S<strong>of</strong>tware Automates Process <strong>of</strong> Team Writing, Review- ing: Program Eliminates the Meed for Paper Copies in Circulating Documents for Review and Comments." PC Week. 3:48 (December 2, 1986), pp. 101, 125, 129. (Review <strong>of</strong> rOrComment) . "A Footnote to Ubrd Processing: Sacrificing Footnote Management and Index Generation for On-Screen Editing Is Ho Longer kessary. Some Word Processors Can Accommodate Such Complex Features with a What-Mu-See-Is-What-Mu- Approach." PC /itooazfne. 4:17 (August 20, 1985), pp. 177-180. . "Throw Out Mur Index Cards: Here's How To Use Your Editing System To Take Motes, Keep Piles, and Build a Database for Research or Writing Projects. It's a Lot More efficient Than Shuffling Index Cards." PC Magazine. 4:4 (February 19, 1985), pp. 331-332. Pearsall, Charles Robert. "Multilanguage Automated Illustrated Document System at John Deere." Conference Record: <strong>The</strong> Many Facets <strong>of</strong> <strong>Computer</strong> Communications. IEEE Pr<strong>of</strong>essional Communication Society. Atlanta, Georgia (October 19-21, 1983) pp. 67-70. Z&RWPtf, May '87 Peck, Craig. "Staff Development, Developing Student Word Processing and Keyboarding Skills, Using Parent Facilitators, and the Rote <strong>of</strong> a Poet in Stimulating Writing Instruction." Creative Word Processing in the Classroom. (Winter 1985), pp. 1-8. Pedersen, Bray L. "TICCIT Will Gladly Learn and Gladly Teach Composition 5Wlls." <strong>Computer</strong>s and Composition: Selected Papers from the Conference on <strong>Computer</strong>s in Writing: flew Directions In Teaching and Research, Univer- sity <strong>of</strong> Minnesota, April 1984. eds. Lillian Bridwell, Kathleen Kkfer, Donald Ross, and Cynthia 5elfe. Houghton, MI and Fort Collins, CO: Michigan Technological University and Colorado State University, 1985, pp. 233-241. Penner, Ken. "<strong>The</strong> Translator: Use This Flexible Database Program To Translate Words, Phrases and Sentences from One Language to Another and Back Again. <strong>The</strong>re's Room for Hundreds <strong>of</strong> Words, Definitions and Motes." WWe. 7:9 (September 1986), pp. 56-67. Pepper, Jon. "Choosing a Word-Processing Upgrade: First Ask Whether It's Ubrth Displacing Mur Current Standard." PC Week. 3:22 (June 3, 1986), pp. 59-60. . "Banish Typos with Spelling Checkers: Spelling Errors and Typos Can Undermine Mur Carefully Chosen Words Faster Than You Can Say You're Sorry. <strong>The</strong>se Eight S<strong>of</strong>tware Programs Mean You'll Hever Have To." PC Magazine. 4:26 (December 24, 1985), pp. 199-213. Periasamy, M. and M. V. Pltke. "A Multilanguage Terminal for <strong>Computer</strong> Education." Proceedings <strong>of</strong> the 4th World Conference on <strong>Computer</strong>s in Education, WCEEMS.2 \Ms. ed. Karen Duncan and Dianna Harris. Amster- dam: Bsevkr Science, 1985, pp. 115-120. Perlman, Q. "Abstraction Program Aids to Documentation." ACM 51GDOC Asterisk. 10:2 (July 1984). pp. 13-16. Perry, Robin. "A Writer's Guide to Word Processors." Writer's Digest. (April 1981), pp. 21-50. Perryrnan, Polly. "Standards and Documentation: Writing the First Word Is the Hardest Part <strong>of</strong> Producing a Manual, But Here Is a Way To Get a Head Start." Information Center. 2:8 (August 1986), pp. 31, 34-37. 'A Perspective on Desktop Publishing." <strong>The</strong> Edutech Report. 2:8 (Movember 1989, pp. 1,6. Petersen, Bruce T. et al. "<strong>Computer</strong>-Assisted Instruction and the Writing Process: Questions for Research and Evaluation." College Composition md Communication. 35 (February 1984), pp. 98-101. Peterson, Brady. "<strong>The</strong> Hadley Phenomenon." Writing As a Liberating Ac- tivlty newsletter. 1:22 (1984), pp. 5-6. Petrich, Stanley R. "Hatural Language Based Information Management Systems." Science, <strong>Computer</strong>s, and the Information Onslaught: A Coltec- tion <strong>of</strong> <strong>Essays</strong>. Donald M. Herr et al., eds. Hew Mrh: Academic Press, 1984, pp. 173-208. Pfaehter, Brenda. "Electronic TeÈrt the University <strong>of</strong> Wisconsin Experience." T.H.E. Journal. 13:l (August 1985), pp. 67-70. ffaffenberger, Bryan. Business Communication in the Personal <strong>Computer</strong> Age. Homewood, IL: Irwin, 1987. . End-User Searching: Problems and Prospects. White Plains, MY: Knowledge Industry Publications, 1986. . "Pr<strong>of</strong>essional Writer's Ubrkstatlon: Integrated Word Process- ing S<strong>of</strong>tware-Has It Arrived?" Research in Word Processing newsletter. 5:2 (February 1987), pp. 10-11. . "Pr<strong>of</strong>essional Writer's Workstation: <strong>The</strong> Productivity Chimera." Research in Word Processing newsletter. 5:l (January 1987), pp. 16-17.

• Page 2 and 3: . The Scholar's Personal Computing
• Page 4 and 5: . "Computer-Based Creative Problem
• Page 6 and 7: . "Monsters and Mentors: Computer A
• Page 8 and 9: . "Computer Giticism." Style. 12 (F
• Page 10 and 11: Thkmeyer, John E. "6tpert Systems,
• Page 12 and 13: 1" . "The kt Wave of User Documenta
• Page 14 and 15: RWPH Back Issues Vol. 5 No. 4 [Apr.

Extended embed settings

Inappropriate

You have already flagged this document. Thank you, for helping us keep this platform clean. The editors will have a look at it as soon as possible.

Mail this publication

Delete template.

Are you sure you want to delete your template?

DOWNLOAD ePAPER

This ePaper is currently not available for download. You can find similar magazines on this topic below under ‘Recommendations’.

Save as template?

• Help & Support
• tuxbrain.com
• ooomacros.org
• nubuntu.org
• Terms of service
• Privacy policy
• Cookie policy
• Cookie settings

Choose your language

Main languages

Further languages

• Bahasa Indonesia

Performing this action will revert the following features to their default settings:

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!

• Recent Additions

A: Mansfield, Connecticut, United States

Ellis Batten Page Begins Automated Essay Scoring

In 1964 American educational psychologist at the University of Connecticut ( Storrs )  Ellis Batten Page , inspired by developments in computational linguistics and artificial intelligence, began research on automated essay scoring . Page published his initial research in 1967 as "Statistical and linguistic strategies in the computer grading of essays," Coling 1967: Conférence Internationale sur le Traitement Automatique des Langues , Grenoble, France, August 1967.  The same year he also published "The imminence of grading essays by computer," Phi Delta Kappan , 47 (1967) 238-243. The following year he published, with Dieter H. Paulus  The analysis of essays by computer (Final report, Project No. 6-1318). Washington, D. C.: Department of Health, Education, and Welfare; Office of Education; Bureau of Research. That year he published his successful work with a program he called Project Essay Grade (PEG) in "The Use of the Computer in Analyzing Student Essays," International Review of Education , 14 (3), 253-263. Page's work is considered the beginning of automated essay scoring, the development of which could not become cost effective until computing became far cheaper and more pervasive in the 1990s. 

Later at Duke University, Page renewed his development and research in automated scoring and, in 1993, formed Tru-Judge, Inc., anticipating the potential for commercial applications of the software. In 2002, and in declining health, Page sold the intellectual property assets of Tru-Judge to Measurement Incorporated , educational company that provides achievement tests and scoring services for state governments, other testing companies and various organizations and institutions.

Timeline Themes

Statistical and linguistic strategies in the computer grading of essays

New citation alert added.

This alert has been successfully added and will be sent to:

You will be notified whenever a record that you have chosen has been cited.

To manage your alert preferences, click on the button below.

New Citation Alert!

Please log in to your account

Information & Contributors

Bibliometrics & citations, view options.

• Ratna A Purnamasari P Anandra N Luhurkinanti D (2022) Hybrid Deep Learning CNN-Bidirectional LSTM and Manhattan Distance for Japanese Automated Short Answer Grading Proceedings of the 8th International Conference on Communication and Information Processing 10.1145/3571662.3571666 (22-27) Online publication date: 3-Nov-2022 https://dl.acm.org/doi/10.1145/3571662.3571666
• Singla Y Gupta A Bagga S Chen C Krishnamurthy B Shah R Demartini G Zuccon G Culpepper J Huang Z Tong H (2021) Speaker-Conditioned Hierarchical Modeling for Automated Speech Scoring Proceedings of the 30th ACM International Conference on Information & Knowledge Management 10.1145/3459637.3482395 (1681-1691) Online publication date: 26-Oct-2021 https://dl.acm.org/doi/10.1145/3459637.3482395
• Staubitz T Petrick D Bauer M Renz J Meinel C Haywood J Aleven V Kay J Roll I (2016) Improving the Peer Assessment Experience on MOOC Platforms Proceedings of the Third (2016) ACM Conference on Learning @ Scale 10.1145/2876034.2876043 (389-398) Online publication date: 25-Apr-2016 https://dl.acm.org/doi/10.1145/2876034.2876043
• Show More Cited By

Applied computing

Arts and humanities

Computing methodologies

Artificial intelligence

Power and energy

Power estimation and optimization

Recommendations

Grading essays in computer ethics: rubrics considered helpful.

Computer ethics courses differ from technical courses in the manner in which they are taught and assessed. A common assignment in a computer ethics course is to write an essay that addresses a technical dilemma. Computer science faculty typically do not ...

The effect of supportive strategies on computer anxiety and computer self-efficacy in nursing students

Information, published in.

Association for Computational Linguistics

United States

Publication History

Acceptance rates, contributors, other metrics, bibliometrics, article metrics.

• 4 Total Citations View Citations
• 489 Total Downloads
• Downloads (Last 12 months) 21
• Downloads (Last 6 weeks) 8
• Haley D Thomas P De Roeck A Petre M (2007) Measuring improvement in latent semantic analysis-based marking systems Proceedings of the ninth Australasian conference on Computing education - Volume 66 10.5555/1273672.1273677 (35-42) Online publication date: 30-Jan-2007 https://dl.acm.org/doi/10.5555/1273672.1273677

View options

View or Download as a PDF file.

View online with eReader .

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Share this publication link.

Copying failed.

Share on social media

Affiliations, export citations.

• Please download or close your previous search result export first before starting a new bulk export. Preview is not available. By clicking download, a status dialog will open to start the export process. The process may take a few minutes but once it finishes a file will be downloadable from your browser. You may continue to browse the DL while the export process is in progress. Download
• Download citation
• Copy citation

We are preparing your search results for download ...

We will inform you here when the file is ready.

Your file of search results citations is now ready.

Your search export query has expired. Please try again.

A New Book Argues Grades Are Failing Students. Here’s Why

Joshua R. Eyler gives the U.S. grading system an “F” in his new book, "Failing Our Future: How Grades Harm Students, And What We Can Do About It."

Joshua R. Eyler gives the U.S. grading system an “F” in his new book Failing Our Future: How Grades Harm Students, And What We Can Do About It . In it, which publishes on August 27, Eyler makes the case that grades hurt academic success and are helping to fuel the ongoing youth mental health crisis.

Eyler is director of the Center for Excellence in Teaching & Learning and an education professor at the University of Mississippi. I recently spoke with him about how he came to these conclusions and the alternative grading systems he’s studied that thousands of schools are already using.

Is It True Grades Aren’t Linked To Academic Success?

One of the main arguments in favor of grading is that it inspires students to do work, and without it, students wouldn’t have any motivation.

The research doesn’t really support this claim, Eyler says. In his book, he points to a 2021 meta-analysis of many previous studies looking at the impact of grading overall . The study compared three groups of students, one who received grades, a second group that received feedback but no grades, and a third group that received no grades or feedback. The study’s authors note: “Overall results indicated that grades positively influenced achievement but negatively influenced motivation compared to no feedback.”

Perhaps more significantly, students who received comments without grades saw increased achievement and motivation. “Compared to those who received comments, students receiving grades had poorer achievement and less optimal motivation,” the study’s authors conclude.

And this research is not an outlier. “That work really confirms research that has been around for decades showing the [negative] effect of grades on performance learning and motivation,” Eyler says. “It’s a continuous thread that we see through these investigations.”

Why Do Grades Seem To Decrease Achievement?

Education scientists often talk about intrinsic vs. extrinsic motivation. Grades, most agree, are extrinsic motivators. “They're the prize, the candy, the reward that students get for following the rules and moving through the system,” Eyler says. “What we know about extrinsic motivators is that they are good for compliance. They work to get people to do things that they don't want to do. And so, yes, they can work to get students in seats, to get them to turn things in on time, to get them to participate.”

Tech & Learning Newsletter

Tools and ideas to transform education. Sign up below.

However, there’s a catch. “An extrinsic motivator can never guarantee that someone will learn just because they're forced to be in a classroom,” Eyler says. “Learning depends on intrinsic motivation which grades affect pretty negatively.”

Additionally, grades can often interfere with fundamental patterns of learning. “The natural way that we learn something from a scientific perspective is we try things out. We make a mistake. We get feedback on that, and then we try it again,” Eyler says. “This is a cycle that our brains are really built to go through as we learn new things and grades arrest that process before it can ever take place. So we get to the trying things out part, and then we get a stamp of how well we tried them out without the opportunity to benefit from the feedback and the trying again.”

Beyond academics, grades are consistently linked to stress and negative mental health in students, Eyler says.

But Isn't Doing Away With Grades Impossible?

Grades seem so engrained in our education system that even talking about a school without grades feels radical. But there are many that exist. More than 3,000 Montessori schools, including 500 public schools, are gradeless. Beyond these, many K-12 districts and colleges across the U.S. have embraced nontraditional grading systems, Eyler says.

“There are definitely some great models and examples of schools that don't have any grades, both at the K-12 and college level,” Eyler says. But he’s not advocating schools across the country pump the breaks on all grading. “I think a lot of this conversation is really trying to get from the traditional grading schemes that we're in now to reorienting students' relationship with grades by trying out some of the alternative grading models that people are using.”

Many school districts are moving toward standards-based grading, which is also referred to as competency or proficiency mastery grading. Other grading methods include portfolio grading, collaborative grading, and specifications grading.

“There’s lots of different ways people are experimenting with the kinds of evaluation that they’re using to release the pressure valve and put the emphasis back onto learning and less about the grade itself,” Eyler says.

What Role Can Technology Play In This Conversation?

Technology isn’t needed to move from traditional grading to another grading method but it can make it easier by allowing teachers to create multiple opportunities for success through their LMS or other tools.

Elyer points to a colleague at the University of Mississippi who offers an unlimited retake system on chemistry classes. To do this the professor created a vast dataset of questions. “She has all the possible problems in the LMS and it generates new exams kind of randomly pulling from that databank. So it saves time. It helps to automate the process,” he says.

Additionally, new software is being developed to translate mastery-grade transcripts into their traditional grade equivalents. Eyler says these later tools may be helpful but aren’t necessary because colleges can already evaluate non-traditional transcripts.

What Are The Biggest Grading Misconceptions?

Many proponents of traditional grades say that without grades there is no way to tell if students have learned, but that’s not true, Eyler says. “There's nothing inherent to a grade that is intrinsically connected to whether or not a student is learning something. We can give students that information through written or oral feedback just as easily as we can, in fact, better than we can, just by putting a 92 or a B- on something.”

He adds this idea is tied to another common misconception that grades are necessary to maintain rigor and academic standards. “That's not true, either, for many of the same reasons,” he says.

• Standards-Based Learning and Grading: Your 2024 Game Plan
• Flipped Learning Pioneer Examines Mastery Learning

Erik Ofgang is a Tech & Learning contributor. A journalist,  author  and educator, his work has appeared in The New York Times, the Washington Post, the Smithsonian, The Atlantic, and Associated Press. He currently teaches at Western Connecticut State University’s MFA program. While a staff writer at Connecticut Magazine he won a Society of Professional Journalism Award for his education reporting. He is interested in how humans learn and how technology can make that more effective. 

Connecting Teachers Globally to Enhance Teaching Everywhere

The 4 Best New Features For Google Classroom

How Implementing Coding, STEM, and Robotics Early Can Benefit Students

Most Popular

• 2 A New Book Argues Grades Are Failing Students. Here’s Why
• 3 Facing History and Ourselves: How to Use It to Teach
• 4 The 4 Best New Features For Google Classroom
• 5 Connecting Teachers Globally to Enhance Teaching Everywhere

Textual Complexity and Discourse Structure in Computer-Supported Collaborative Learning

• Conference paper
• Cite this conference paper

• Stefan Trausan-Matu 20 ,
• Mihai Dascalu 20 &
• Philippe Dessus 21  

Part of the book series: Lecture Notes in Computer Science ((LNPSE,volume 7315))

Included in the following conference series:

• International Conference on Intelligent Tutoring Systems

3549 Accesses

22 Citations

Computer-Supported Collaborative Learning (CSCL) technologies play an increasing role simultaneously with the appearance of the Social Web. The polyphonic analysis method based on Bakhtin’s dialogical model reflects the multi-voiced nature of a CSCL conversation and the related learning processes. We propose the extension of the model and the previous applications of the polyphonic method to both collaborative CSCL chats and individual metacognitive essays performed by the same learners. The model allows a tight correlation between collaboration and textual complexity, all integrated in an implemented system, which uses Natural Language Processing techniques.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime
• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Unable to display preview.  Download preview PDF.

Similar content being viewed by others

What Works: Creating Adaptive and Intelligent Systems for Collaborative Learning Support

Creating Texts Together—Collaborative Writing in Polish Secondary School

Computational Discourse Analysis

Sfard, A.: On reform movement and the limits of mathematical discourse. Mathematical Thinking and Learning 2(3), 157–189 (2000)

Article   Google Scholar  

Bakhtin, M.M.: Problems of Dostoevsky’s poetics. University of Minnesota Press, Minneapolis (1993)

Google Scholar  

Stahl, G.: Group cognition. MIT Press, Cambridge (2006)

Trausan-Matu, S., Stahl, G., Sarmiento, J.: Supporting polyphonic collaborative learning. E-service Journal 6(1), 58–74 (2007)

Bakhtin, M.M.: Speech genres and other late essays. University of Texas, Austin (1986)

Dessus, P., Trausan-Matu, S.: Implementing Bakhtin’s dialogism theory with NLP techniques in distance learning environments. In: Trausan-Matu, S., Dessus, P. (eds.) Proc. 2nd Workshop on Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity (NLPsL 2010), pp. 11–20. Matrix Rom, Bucharest (2010)

Landauer, T.K., Dumais, S.T.: A solution to Plato’s problem: the Latent Semantic Analysis theory of acquisition, induction and representation of knowledge. Psychol. Rev. 104(2), 211–240 (1997)

Dong, A.: The language of design: Theory and computation. Springer, New York (2009)

Jurafsky, D., Martin, J.H.: An introduction to natural language processing. Computational linguistics, and speech recognition. Pearson Prentice Hall, London (2009)

Nguyen, Q.H., Hong, S.-H.: Comparison of centrality-based planarisation for 2.5D graph drawing. NICTA technical report, Sidney (2006)

Dascalu, M., Trausan-Matu, S., Dessus, P.: Utterances assessment in chat conversations. Research in Computing Science 46, 323–334 (2010)

Page, E.: The imminence of grading essays by computer. Phi Delta Kappan 47, 238–243 (1966)

Wresch, W.: The imminence of grading essays by computer—25 years later. Computers and Composition 10(2), 45–58 (1993)

Gervasi, V., Ambriola, V.: Quantitative assessment of textual complexity. In: Merlini Barbaresi, L. (ed.) Complexity in Language and Text, pp. 197–228. Plus, Pisa (2002)

Download references

Author information

Authors and affiliations.

University Politehnica of Bucharest, 313 Splaiul Independetei, Bucharest, Romania

Stefan Trausan-Matu & Mihai Dascalu

Grenoble University, 1251, Av. Centrale, BP 47, F-38040, Grenoble CEDEX 9, France

Philippe Dessus

You can also search for this author in PubMed   Google Scholar

Editor information

Editors and affiliations.

University of Montpellier & CNRS LIRMM, 161 rue Ada, 34095, Montpellier, France

Stefano A. Cerri

NASA and Florida Institute for Human and Machine Cognition, Human Centered Computing - Intelligent Systems Division, 94035, Moffett Field, CA, USA

William J. Clancey

Department of Applied Informatics and Multimedia, Technological Educational Institute of Crete, School of Applied Technology, Stavromenos, P.O.Box 1939, 71004, Heraklion, Crete, Greece

Giorgos Papadourakis

Neoanalysis Ltd., Marni 56, 10437, Athens, Greece

Kitty Panourgia

Rights and permissions

Reprints and permissions

Copyright information

© 2012 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper.

Trausan-Matu, S., Dascalu, M., Dessus, P. (2012). Textual Complexity and Discourse Structure in Computer-Supported Collaborative Learning. In: Cerri, S.A., Clancey, W.J., Papadourakis, G., Panourgia, K. (eds) Intelligent Tutoring Systems. ITS 2012. Lecture Notes in Computer Science, vol 7315. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-30950-2_46

Download citation

DOI : https://doi.org/10.1007/978-3-642-30950-2_46

Publisher Name : Springer, Berlin, Heidelberg

Print ISBN : 978-3-642-30949-6

Online ISBN : 978-3-642-30950-2

eBook Packages : Computer Science Computer Science (R0)

Share this paper

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research