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Teaching academic writing in English to native and non-native speakers is a challenging task. Quite a variety of computer-aided instruction tools have arisen in the form of Automated Writing Evaluation (AWE) systems to help students in this regard. This thesis describes my contribution towards the implementation of the Research Writing Tutor (RWT), an AWE tool that aids students with academic research writing by analyzing a learner's text at the discourse level. It offers tailored feedback after analysis based on discipline-aware corpora. At the core of RWT lie two different computational models built using machine learning algorithms to identify the rhetorical structure of a text. RWT extends previous research on a similar AWE tool, the Intelligent Academic Discourse Evaluator (IADE) (Cotos, 2010), designed to analyze articles at the move level of discourse. As a result of the present research, RWT analyzes further at the level of discourse steps, which are the granular communicative functions that constitute a particular move. Based on features extracted from a corpus of expert-annotated research article introductions, the learning algorithm classifies each sentence of a document with a particular rhetorical move and a step. Currently, RWT analyzes the introduction section of a research article, but this work generalizes to handle the other sections of an article, including Methods, Results and Discussion/Conclusion. This research describes RWT’s unique software architecture for analyzing academic writing. This architecture consists of a database schema, a specific choice of classification features, our computational model training procedure, our approach to testing for performance evaluation, and finally the method of applying the models to a learner’s writing

Automated analysis of Learner's Research Article writing and feedback generation through Machine Learning and Natural Language Processing