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Award ID contains: 1847853

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  1. ; ; ; (, IEEE Transactions on Education)
  2. ; ; (, Proceedings of the 22nd Annual Meeting of the Special Interest Group on Discourse and Dialogue)
    Most existing methods for automatic fact-checking start with a precompiled list of claims to verify. We investigate the understudied problem of determining what statements in news articles are worthy to fact-check. We annotate the argument structure of 95 news articles in the climate change domain that are fact-checked by climate scientists at climatefeedback.org. We release the first multi-layer annotated corpus for both argumentative discourse structure (argument types and relations) and for fact-checked statements in news articles. We discuss the connection between argument structure and check-worthy statements and develop several baseline models for detecting check-worthy statements in the climate change domain. Our preliminary results show that using information about argumentative discourse structure shows slight but statistically significant improvement over a baseline of local discourse structure. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; ; ; ; (, Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications)
    null (Ed.)
    We present a unique dataset of student source-based argument essays to facilitate research on the relations between content, argumentation skills, and assessment. Two classroom writing assignments were given to college students in a STEM major, accompanied by a carefully designed rubric. The paper presents a reliability study of the rubric, showing it to be highly reliable, and initial annotation on content and argumentation annotation of the essays. 
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    Full Text Available