GRaSP: A Multilayered Annotation Scheme for Perspectives
|
|
|
- Lindsey Jefferson
- 9 years ago
- Views:
Transcription
1 GRaSP: A Multilayered Annotation Scheme for Perspectives Chantal van Son, Tommaso Caselli, Antske Fokkens, Isa Maks, Roser Morante, Lora Aroyo and Piek Vossen Vrije Universiteit Amsterdam De Boelelaan 1105, 1081 HV Amsterdam, The Netherlands {c.m.van.son, t.caselli, antske.fokkens, isa.maks, r.morantevallejo, lora.aroyo, piek.vossen}@vu.nl Abstract This paper presents a framework and methodology for the annotation of perspectives in text. In the last decade, different aspects of linguistic encoding of perspectives have been targeted as separated phenomena through different annotation initiatives. We propose an annotation scheme that integrates these different phenomena. We use a multilayered annotation approach, splitting the annotation of different aspects of perspectives into small subsequent subtasks in order to reduce the complexity of the task and to better monitor interactions between layers. Currently, we have included four layers of perspective annotation: events, attribution, factuality and opinion. The annotations are integrated in a formal model called GRaSP, which provides the means to represent instances (e.g. events, entities) and propositions in the (real or assumed) world in relation to their mentions in text. Then, the relation between the source and target of a perspective is characterized by means of perspective annotations. This enables us to place alternative perspectives on the same entity, event or proposition next to each other. Keywords: source perspective, multilayered annotation, attribution 1. Introduction With the Internet having secured an increasingly prominent place in society, the current age is characterized by the ability of individuals to transfer and access information about the world. The textual form in which this information is usually represented is rich and complex. Texts contain information about what is happening in the world, where, when, and who is involved. At the same time, they are a reflection of ongoing debates in our society, stances on particular issues (e.g. abortion, vaccinations, etc.), and interpretative frames on events and their causes (e.g. conspiracy theories on 9/11). Textual data always provide specific perspectives of the author and quoted sources on the information they contain. Mining information from texts thus implies dealing with these perspectives. In the last decade, different aspects of linguistic encoding of perspectives have been targeted as separated phenomena through different annotation initiatives, each with its own approaches and goals. Targeted aspects of perspectives include, for example, attribution (Prasad et al., 2007; Pareti, 2012), factuality (Saurí and Pustejovsky, 2009; Diab et al., 2009), and opinion (Wiebe et al., 2005). Coordinating initiatives such as the Unified Linguistic Annotation project 1 have tried to technically combine such annotations into a unique annotation model, but they lack an overarching framework for the various layers of annotation from different resources. Furthermore, annotation initiatives such as those proposed by Prasad et al. (2007) and Pareti (2012) have attempted to tackle the annotation of perspectives in a unified approach, but with different levels of success. 2 In our approach, the notion of perspectives lies at the semantic-pragmatic interface. A perspective of a given source consists of a statement that is made (what is said or For example, Kohen s kappa on attribution type and scopal change is 0.64 and 0.61 respectively, while it reaches 0.87 on the identification of attribution relations (Pareti, 2012). believed, and what not), the factuality attributed to a source and the opinion or sentiment the source expresses towards the target (if any). This paper presents a framework that addresses the most problematic issues with respect to the annotation and alignment of aspects of perspectives. Our main contributions are the following. First, the annotation scheme we propose is multilayered, i.e. the annotations are split into small subsequent subtasks. We expect that keeping the tasks small, clear and simple will lead to higher inter-annotator agreement. In addition, this allows us to better monitor interactions between different semantic and pragmatic phenomena involved in perspectives. Second, the annotations are integrated into a formal model that provides the means to represent instances (e.g. events, entities) and propositions in the (real or assumed) world in relation to their mentions in text. Then, the relation between the source and target of a perspective is characterized by means of perspective-related annotations such as attribution, factuality and opinion. This enables us to place alternative perspectives on the same object next to each other, as well as to investigate world views of sources through their statements. Third, we address the exact scope of perspective values. For instance, the default interpretation of Harry was not killed with a knife is that Harry was killed, but not with a knife. Our model allows to represent this scope of negation by assigning different factuality values to the killing of Harry on the one hand, and the killing being carried out with a knife on the other hand. The remainder of this paper is structured as follows. First, we review an overview of previous annotation efforts aimed at capturing different aspects of perspectives in Section 2. The fundamental notions and approach underlying the proposed annotation scheme are introduced in Section 3, which explains the main elements of perspectives, the formal model in which our annotations are integrated, and our motivation for a multilayered approach. Section 4 describes the four layers that we have currently defined for the an- 1177
2 notation of perspectives: events, attribution, factuality, and opinion. Finally, we conclude and summarize our work and give an outlook on future work in Section Related Work In our annotations, events play an important role because we consider them to be the basic semantic elements that may give rise to or be involved in perspectives. A wellknown specification language for events is TimeML (Pustejovsky et al., 2003a), which has been consolidated as an international cross-language ISO standard (Pustejovsky et al., 2010) and has been used as the annotation language for the TempEval shared task series (Verhagen et al., 2009). Its reference corpus is TimeBank (Pustejovsky et al., 2003b). TimeML defines an event as something that can be said to obtain or hold true, to happen or to occur. TimeML adopts a surface-based annotation of texts and morpho-syntactic information plays a key role for detecting all possible mentions of an event. According to TimeML, both demonstrations and taken (place) in Example 1 are to be annotated as valid event mentions. 1. Several pro-iraq demonstrations have taken place in the last week. In contrast to TimeML, in the Richer Event Description 3 (Styler et al., 2016, RED) framework the event/non-event distinction is not based on morpho-syntactic information. The RED Guidelines focus on those events (including occurrences, actions, processes and states) that deserve a place upon a timeline. Annotators should decide whether to mark something as an event or not on the basis of semantic questions regarding what is actually happening. According to these guidelines, take (place) in Example 1 above would not be annotated, since it merely helps constituting the description of the single real event in this sentence expressed by demonstrations. In other words, only one event in this sentence should be put on a timeline. In this framework, syntax is only used to decide on the span of the event. The two main corpora for factuality (or belief) are Fact- Bank (Saurí and Pustejovsky, 2009) and the Lexical Understanding (LU) Annotation Corpus (Diab et al., 2009). Although both corpora address the same phenomenon (i.e. the commitment of a source towards the truth of some event/proposition), the annotations are quite different (Werner et al., 2015; Prabhakaran et al., 2015). The LU Corpus so far has only addressed the problem from the perspective of the speaker/writer, in contrast to FactBank, which has fully annotated nested sources. Furthermore, the LU corpus ignores negation (the polarity axis of factuality in FactBank) and does not distinguish between POSSI- BLE and PROBABLE (the certainty axis of factuality in Fact- Bank). Finally, there is a subtle difference in the targets. Whereas FactBank has assigned factuality values to events, the LU corpus has assigned belief tags to the head words of propositions, disregarding event-denoting noun phrases (e.g. the collapse of the building). An ongoing annotation 3 RED is developed as a synthesis of the THYME-TimeML guidelines, the Stanford Event coreference guidelines and the Carnegie Mellon University Event coreference guidelines. effort that is taking place at the Linguistic Data Consortium (LDC) aims to extend the annotations of the LU corpus (Prabhakaran et al., 2015). The plans include: (1) the annotation of nested beliefs in a similar way as was done in FactBank, (2) the extension of the definition of target propositions by using semantic representations (as opposed to using the propositional head) and including the heads of noun phrases, (3) the identification of entities as targets of beliefs (referred to as the notion of belief aboutness ), and (4) combining belief with sentiment annotations. The annotation scheme behind the Multi-Perspective Question Answering (MPQA) Opinion Corpus (Wiebe et al., 2005) is defined around the notion of private states, which in terms of their functional components are described as (internal) states of experiencers holding attitudes, optionally towards targets. A distinction is made between DIRECT SUBJECTIVE FRAMES, which represent explicit mentions of private states as well as speech events expressing private states, and EXPRESSIVE SUBJECTIVE ELEMENT FRAMES, which represent expressions that indirectly express private states through the way something is described or through a particular wording. Other frames that have been defined in MPQA are the OBJECTIVE SPEECH EVENT FRAME to distinguish opinion-oriented material from material presented as factual, the AGENT FRAME for representing the (nested) source of the attitude or speech event, the TARGET FRAME for representing the target of the opinion, and the ATTITUDE FRAME for characterizing the type (e.g. speculation, sentiment) and strength of the attitude. Finally, the Penn Attribution Relations Corpus 4 (Pareti, 2012, PARC) is a resource in which direct, indirect and mixed attributions of assertions, beliefs, facts and eventualities are annotated. In the PARC scheme, an attribution relation can consist of four elements: the cue, source, content, and supplement. The supplement is used to annotate additional information perceived as relevant for the interpretation of the attribution relation, such as recipients (e.g. John told Mary that...). In early versions of the PARC, attribution relations were further characterized by a set of features, including type (i.e. ASSERTION, BELIEF, FACT or EVENTUALITY), source (i.e. OTHER, ARBITRARY or WRITER), factuality (i.e. FACTUAL or NON-FACTUAL) and scopal change (i.e. SCOPAL CHANGE or NONE). However, due to low inter-annotator agreement, they are not present in the latest version (3.0) of the corpus. When defining our annotation scheme, we aim to make our annotations as much compliant as possible with these major annotation initiatives on perspectives. 3. Fundamental Notions and Approach Before we dive into the individual annotation layers, we introduce three fundamental parts of our approach. First, we describe the basic common elements of our annotations: source, cue and target. This is followed by a description of the GRaSP (Grounded Representation and Source Perspective) model, our formal representation of perspectives. Finally, we motivate our multilayered approach. 4 The Penn Attribution Relations Corpus is an extension of the Penn Discourse TreeBank (Prasad et al., 2007). 1178
3 3.1. Main Elements of Perspectives Our perspective annotations are aimed at capturing the attitude of a source towards some target. The source can be any entity with an assumed individual or collective consciousness (e.g. a person, organization, or fictional character). The default source of a textual statement is its author, 5 which is either implicitly present or lexicalized through first-person pronouns. Other possible sources are specific entities that are introduced in the text (e.g. John believes that...) or arbitrary sources expressed by non-specific references (e.g. it is believed that...). An attitude can be described as a multidimensional characterization of the subjective relation between a source and target, which is a direct result of the beliefs and values of the source. At the moment of writing, we take two dimensions of attitude into account: factuality and opinion. Other dimensions (e.g. emotion) may be added in the future. The target of a perspective can be an (abstract) entity, an event, or a (set of) propositional relation(s) expressing specific aspects of an event or entity. Consider the following examples, each of which illustrates a positive sentiment of John towards some target: 2. John likes Mary. 3. John is enjoying his birthday party organized by Mary. 4. John appreciates that Mary organized his birthday party. In Example 2, the target of the positive sentiment is an entity referred to as Mary. In Example 3, the target is an event denoted by his birthday party. In Example 4, it is a propositional relation that could be represented as: PARTY OrganizedBy MARY Note that both Examples 3 and 4 mention the ORGA- NIZEDBY relation between Mary and his birthday party; however, whereas in the former it functions merely as additional information on the target, in the latter it is the target of the perspective. The schematic representation in Figure 1 illustrates the differences between these targets. Not all attitude dimensions can take the same types of targets. For example, opinion can target entities, events or propositional relations, but factuality can only target events or propositional relations (Rambow and Wiebe, 2015). Whereas the source and target are usually expressed by a single linguistic unit (e.g. an NP or a clause), the attitude may be expressed either by a single linguistic cue or a combination of cues. 6 For example, the commitment of a source towards the factual nature of an event or proposition may be expressed by a combination of polarity (e.g. not, never) and modality cues (e.g. could, maybe). In turn, one cue can express multiple attitude dimensions. For example, a verb like hope expresses positive sentiment and uncertainty towards the target at the same time. 5 If the author of a document is unknown, the default source is the document itself or its publisher. 6 In fact, the selection of information itself is already considered perspective in our view. John Mary party OrganizedBy Figure 1: Example of different perspective targets: entity, event and propositional relation Despite the complexity of cues and the variation of targets and sources observed in different aspects of perspectives, we can generalize and define three main components of a perspective: Source: The lexical elements that refer to the entity which the perspective is attributed to. Cue: The lexical elements that signal the presence of a perspective and, individually or combined, characterize the relation between the source and the target (i.e. expressing the attitude). Target: The lexical elements that refer to the entity, event or (set of) propositional relation(s) functioning as the target of the perspective GRaSP The annotations we describe in this paper can be integrated in a formal model called GRaSP (Grounded Representation and Source Perspective). GRaSP is an overarching model that provides the means to (1) represent instances (e.g. events, entities) and propositions in the (real or assumed) world, (2) to relate them to mentions in text 7 using the Grounded Annotation Framework (Fokkens et al., 2013, GAF), and (3) to characterize the relation between mentions of sources and targets by means of perspectiverelated annotations such as attribution, factuality and sentiment. We will illustrate GRaSP using the examples from Section 3.1. with an additional example, where the phrase the event refers to John s birthday party as well: 5. Bill said Mary did not organize the event at all. Figure 2 provides a simplified GRaSP representation of Sentences 4 and 5. 8 The top part of Figure 2 represents instances mentioned in the sentences using the Simple Event Model (Van Hage et al., 2011, SEM). In this case, we have three SEM events: a party organized by Mary, an appreciation from John and a statement by Bill. Bill and John have a different attitude to Mary organizing the party: John confirms and appreciates this and Bill denies it. These alternative perspectives displayed by the two 7 In this paper we focus on textual mentions. However, in principal mentions can be anything referring to some instance: pictures, symbols, audio signals, etc. 8 For reasons of clarity, the say and appreciate event representations are reduced and not all relations and attribution values are made explicit. 1179
4 are perfectly capable of analyzing various dimensions of information in text, through previous experience we have found that it can become extremely confusing for annotators when they are asked to do the same at the conscious level. By splitting the annotations in subtasks, we avoid the problem of information overload caused by complex interactions between the different information layers involved. Instead, annotators can focus on one layer at a time, while still being able to use the annotations in the previous layers. In addition, it enables us to better monitor the interactions between the layers. Figure 2: Simplified representation in GRaSP sentences are represented by GRaSP as follows. There is one single representation of Mary organizing the party in the instance layer. The relation between Mary being the organizer is linked to their mentions in the two texts using GAF denotedby relations (in black arrows from instance to mention layer). These relations make the fact that these mentions refer to Mary organizing the party explicit. Attitudes are represented in GRaSP by linking source and target mentions by means of the GRaSP relation hasattribution. The relation between the source and target (i.e. the attitude) is characterized by the annotations in the different perspective layers, and is represented as a set of values identified by a unique attribution identifier. Figure 2 shows the attribution identifier of the relations (i.e. A1 and A2) between Mary and organize(d) in both sentences. These attribution identifiers can be linked to several perspective values: the factuality that each source assigns to it and the attributed sentiment, if present. The model also captures the source of the claim by linking attribution A1 to John and A2 to Bill (in dashed arrows). The perspective annotations are done at the mention level using a multilayered annotation approach, which is described in the following subsection Multilayered Annotation An important property of our annotation scheme is that it is multilayered. That is, we have defined separate layers for different semantic and pragmatic phenomena involved in the expression of perspectives, and these layers are annotated in a logical order. The need for a multilayered annotation scheme is motivated by two arguments. First, our assumption is that human processing of texts naturally proceeds incrementally and compositionally by combining different pieces of information offered at the local level (e.g. by using lexical knowledge) to arrive at an interpretation at the more global level (e.g. by using context and world knowledge). Our multilayered annotation scheme is intended to simulate this process by starting with the local context (tokens, single clauses) and gradually moving to the global context (multiple clauses, multiple sentences). Second, we believe that it is important to avoid presenting the annotators with an overload of information in the annotation process. Although at the unconscious level people 4. Layers of Perspective Annotation In this section, we describe the four layers that we have currently defined for the annotation of perspectives: events, attribution, factuality, and opinion. All annotations are presented over the same sentence to show the interrelations of the different layers for representing perspectives Event Layer In the first layer of our perspective annotation scheme we identify those lexical items that express events, which we consider to be the basic semantic units that may give rise to or be involved in perspectives. For this layer, we have considered both the TimeML and the RED guidelines. Since we are aiming at a more semantic approach to the annotation of perspectives, we have decided to use the RED guidelines as our basis for event annotations. According to the guidelines, a particular mention is only to be annotated if it constitutes its own event, not if it merely helps constituting the description of another event. This excludes, for example, grammaticalized verbs such as occur or start. This fits in well with our formal modeling of events and perspectives, where the information that is expressed by these kind of expressions is either not represented at all (because it does not add any semantic information), or represented as an (aspectual) relation with the main event. However, some adaptations to RED may be made if this is required for the integration with the other layers. Following RED (and TimeML), we adhere to a minimal span annotation approach. However, following the News- Reader guidelines (Tonelli et al., 2014), we allow for some exceptions to the minimal span rule: the extent of phrasal verbs, idioms and prepositional phrases corresponds to the whole expression if they are entries either in the American or in the British version of the Collins English Dictionary online 9 (e.g. blow up, miss the boat, on a roll). In Example 6, all event mentions are marked in bold. 6. Investors and Western diplomats have said e1 they might interpret e2 Mbeki s support e3 for Mugabe or the elections e4 as a sign that Africa is not intent on revitalizing e5 its economies through good government e6 and expanded international trade e dictionary/english 10 MPQA Opinion Corpus non fbis s
5 4.2. Attribution Layer In the second layer we identify attribution relations. We follow the definition of attribution relations provided in PDTB and PARC, i.e. relations ascribing the ownership of an attitude towards some linguistic material. Our guidelines are based on and compliant with the PARC guidelines, though some adaptations are made to facilitate the integration with the other layers. The source, cue and target of this dimension can be specified as follows: Source: The entity that is the owner of the attributed abstract object, i.e. some content. Cue: The linguistic cue that signals the presence of an attribution relation and links the source to the target. Target: The abstract object that is being attributed to the source, being either a (textual) statement, a portion of it or its semantic content. The source is either a reference to the author (e.g. I believe that...), a (vague or specific) third-party introduced in the text (e.g. the minister/someone believes that...), or an arbitrary source expressed by the use of non-specific references (e.g. it is believed that...). The presence of an attribution relation can be signaled by different types of cues, including speech act verbs (e.g. say, shout, think), nouns (e.g. statement, promise), adjectives (e.g. angry/sad that...), prepositions or adverbs (e.g. according to, reportedly), or punctuation marks (Pareti, 2012). Some of them will already have been marked as events in the previous layer, in particular the verbs, nouns and adjectives referring to speech acts. In the annotation process, we do not create separate markables for these attribution cues, but rather annotate the event markable with an attribute indicating that the event is attributional. 11 Other cues will have to be annotated with a separate markable. In our example, repeated in Example 7, there are several attribution relations, such as the one signaled by said. The spans of the source, cue and target of this relation are represented by means of curly brackets. 7. {Investors and Western diplomats} ATTR-SOURCE have {said e1 } ATTR-CUE {they might interpret e2 Mbeki s support e3 for Mugabe or the elections e4 as a sign that Africa is not intent on revitalizing e5 its economies through good government e6 and expanded international trade e7 } ATTR-TARGET. Inside the span of this target, there are other (nested) attribution relations signaled by interpret and intent (for clarity s sake, we did not represent nested attribution relations in the sentence). Although support does signal the ownership of an attitude (that of Mbeki), according to the PARC guidelines this should not be annotated as attribution since 11 According to the PARC guidelines, verbal attribution cues should be annotated together with their full verbal group, including auxiliaries, modals and negative particles. However, since we want to minimize the annotation effort and integrate the different layers, we adopt the minimal span rule of events for verbal cues. the target (in PARC s terminology, the content) does not express linguistic material (a statement) or its semantic content. We do, however, annotate support as an attributional cue in the opinion layer (see Section 4.4.) Factuality Layer In the third layer we annotate factuality on top of the previous two layers. Our annotation approach is inspired by and compliant with FactBank (Saurí and Pustejovsky, 2009), where factuality is defined as the level of information expressing the commitment of relevant sources towards the factual nature of events mentioned in discourse. We define the three main elements of a factuality relation as follows: Source: The entity that commits to the factual nature of the targeted event. Cue: A linguistic cue that, possibly in combination with other cues, expresses the factual nature of the targeted event. We distinguish between the following cues: Attributional cue: contributes a (new) source while expressing the commitment of this source towards the factual nature of the embedded event; Polarity cue (non-attributional): affects the polarity of the event (affirmative or negative); Certainty cue (non-attributional): indicates how certain the source is about the factual nature of the event. Target: The event which factual nature is being evaluated by the source. The factuality layer is strongly connected to the event and attribution layers. Each event annotated in the event layer is taken as a target of a factuality relation. By default, the source of this relation is the author; if the event is embedded in an attribution relation, we create a factuality link between the event and the source markables annotated in the attribution layer through the attributional cue. In addition to the attributional cues already identified in the attribution layer, we annotate other relevant factuality cues as well, such as might, a sign that and not in our example sentence. A source that is part of an attribution relation should be interpreted as a so-called nested source; that is, the position of the source towards the factuality of the event can only be learned through what the author asserts. In most cases, the authors themselves (or other sources that take a higher position in the nesting hierarchy) will remain uncommitted to the factuality of the event (Saurí and Pustejovsky, 2009). We deviate from FactBank s approach by only evaluating the factuality of relevant sources other than the main source (i.e. the source introduced by the attributional cue) if it can be understood that they clearly agree or disagree on the factual nature of the event. A factuality relation is characterized by means of three attributes: certainty (CERTAIN, PROBABLE, POSSIBLE, UN- DERSPECIFIED), polarity (AFFIRMATIVE, NEGATIVE, UN- DERSPECIFIED) and time (FUTURE, NON-FUTURE, UN- DERSPECIFIED) (van Son et al., 2014). The combination of 1181
6 two Libyans arbitrary source AFFIRMATIVE POSSIBLE NON-FUTURE Arg0 blow_up ArgM-TMP in 1988 AFFIRMATIVE CERTAIN NON-FUTURE Arg1 Pan Am jumbo jet ArgM-LOC over Scotland Figure 3: Schematic representation of an example of perspective scope (see Sentence 9) the certainty and polarity attributes corresponds to the values used in FactBank, e.g. CT+ (CERTAIN/AFFIRMATIVE). The time attribute does not make the surface tense form value explicit, but is added to express the actual temporal interpretation of the annotated element. We believe this is a relevant attribute for factuality for two reasons. First, any future event does imply some degree of uncertainty, even when the source presents it with absolute certainty; therefore, we think it is relevant to make a distinction between past/present events and future events. Second, whether an event is placed in the past/present or in the future cannot always be derived from the tense form, as is the case for all non-verbal events, for example. The factuality annotations of the target event interpret in our example sentence would be as follows: 8. {Investors and Western diplomats} ATTR-SOURCE have {said e1 } ATTR-CUE {they might interpret e2 Mbeki s support e3 for Mugabe or the elections e4 as a sign that Africa is not intent on revitalizing e5 its economies through good government e6 and expanded international trade e7 } ATTR-TARGET. Factuality annotations of interpret (e2): Attributional cue: said Source (nested): {author, inv dipl} Polarity cue: NA Certainty cue: might Factual assignments: POSSIBLE AFFIRMATIVE FUTURE In the factuality layer, special attention is to be paid to event mentions for which we can derive any propositional relations from the sentence (for example, verbal events with one or more arguments, or nominal events including modifiers). For some of these mentions, it might not be sufficient to annotate the event, as a representative of the whole proposition, as the target of factuality. This is because factuality cues can target specific relations within a proposition. To clarify, consider the following example, taken from FactBank: 9. The World Court Friday rejected e1 U.S. and British objections e2 to a Libyan World Court case e3 that has blocked e4 the trial e5 of two Libyans suspected e6 of blowing up e7 a Pan Am jumbo jet over Scotland in In FactBank, the factuality value assigned to blowing up in this sentence is PR+ ( did probably happen ) for both relevant sources, namely the AUTHOR and the GEN AUTHOR. 13 However, the uncertaint y expressed by suspected is not so much directed towards the proposition as a whole as it is towards a specific aspect of the event: the two Libyans being the ones who did it. In other words, both the AUTHOR and the GEN AUTHOR do commit to the factual status of the Pan Am jumbo jet being blown up over Scotland in 1988, but they are not fully certain about who was responsible (see Figure 3). Similarly, in our main example sentence, the investors and Western diplomats do not particularly call into question whether Africa is intent on revitalizing its economies at all, but rather question the manner in which this will be done: through good government and expanded international trade (ArgM-MNR of revitalize), or not. We therefore argue that in cases where the attitude of a source is directed towards one of the arguments of an event it should appropriately be represented in the annotations. For example, the factuality of blowing up in Sentence 9 could be annotated as follows: Factuality annotations of blowing up (e7): Attributional cue: suspected Source (nested): {author, gen author} Polarity cue: NA Certainty cue: NA Factual assignments: f(e7,arg0) POSSIBLE AFF. NON-FUT. f(e7,arg1) CERTAIN AFF. NON-FUT. f(e7,argm-tmp) CERTAIN AFF. NON-FUT. f(e7,argm-loc) CERTAIN AFF. NON-FUT. 12 TimeBank/FactBank APW S1 13 GEN AUTHOR denotes a non-explicit generic source. 1182
7 We call this phenomenon perspective scope, referring to those specific propositional relations associated with an event (or entity) that are affected by a perspective cue. It is strongly related to the scope and focus of negation as investigated by Blanco and Moldovan (2011), but to our knowledge its annotation has not been investigated before in the context of factuality (or sentiment). We believe that perspective scope is an important and innovative aspect of our annotation scheme, and our formal model GRaSP allows for the representation of separate factuality assignments for the event and its relations. In the near future, we will work out the details with respect to its annotation Opinion Layer The final annotation layer that we have included in our scheme is that of opinion or sentiment. As our annotations are largely based on Wiebe et al. (2005) and Toprak et al. (2010), the three main elements are defined as follows: Source: The entity that has a positive or negative attitude towards some target. Cue: A linguistic cue that, possibly in combination with other cues, expresses the positive or negative attitude of the source towards the target. We regard cues as belonging to one of the following categories: Attributional cue: contributes a source while directly expressing the positive or negative attitude of the source towards the embedded target; Indirect cue: signals the positive or negative attitude of the source by the choice of words; Factual opinion cue: refers to facts that can objectively verified, but that - in the given context - imply an evaluation of value. Target: The entity, event or (set of) propositional relation(s) that is positively or negatively evaluated by the source. The annotation of opinion requires a different approach than that of factuality. In the factuality layer, each event identified in the event layer is to be annotated as the target of a factuality relation. In the opinion layer, annotators have no clear pre-defined targets; instead, they need to look for cues and understand the text in more detail. The first thing to look for are attributional cues, since they are fairly easy to recognize and some of them will already have been identified in the attribution layer. An example of such an attributional cue is support in our example sentence repeated below, which expresses a positive attitude of Mbeki. Following Deng and Wiebe (2015), we aim to identify the specific entities and events that are the target of the opinion. In this case, there are two targets: the entity denoted by Mugabe and the event expressed by elections. 10. Investors and Western diplomats have said e1 they might interpret e2 {Mbeki s} SENT-SOURCE {support e3 } SENT-CUE for {Mugabe} SENT-TARGET or the {elections e4 } SENT-TARGET as a sign that Africa is not intent on revitalizing e5 its economies through good government e6 and expanded international trade e7. The other two types of cues are also present in our example. An example of a factual opinion cue is expanded international (targeting trade), and an example of an indirect cue is good (targeting government). However, maybe the strongest attitudes that can be understood from this sentence are, firstly, the negative attitude of the investors and Western diplomats towards Mugabe and, secondly, their negative attitude towards Africa s economic policy. Both attitudes require inference from the complex expression Africa is not intent on revitalizing its economies through good government and expanded international trade. We are investigating ways to annotate these complex expressions of opinion in a more systematic way and with a different approach with respect to existing proposals by taking into account relations in the predicate-argument structure and their interaction with previous annotation layers. 5. Conclusion and Future Work From a linguistic point of view, perspectives expressed in texts can be extremely complex. Previous research has addressed the different aspects of perspectives independently, resulting in several datasets annotated with different types of information. In this paper we have presented an annotation scheme that integrates the main linguistic phenomena involved in perspectives. The methodology that we propose for perspective annotation relies on a multilayered approach to keep the tasks small, clear and simple. In our current annotation scheme, which is still under development, we have defined four layers: events, attribution, factuality, and opinion. The annotations can be integrated in a formal model called GRaSP, which allows us to represent this information at the instance and mention levels. This way, we can represent alternative perspectives on the same entity, event or proposition next to each other. Once the annotation scheme is completed, our goal is to experiment with several approaches to annotate a corpus, including semi-automatic and manual approaches. As for the semi-automatic approaches, we will experiment with training annotation tools on the existing corpora for each layer, which should be possible because we have adopted existing annotation schemes wherever possible. As for the manual approach, we aim at experimenting with crowdsourcing. The fact that we have defined a multilayered approach will facilitate the deployment of such tasks with a crowd of non-trained annotators. Inel et al. (2013) show how different layers of perspectives can be sequenced in a crowdsourcing-task-workflow where each of the layers is a separate crowdsourcing task. We plan to use the CrowdTruth framework (Inel et al., 2014), which harnesses the unique ability of the crowd to provide a wide range of points of views, perspectives and opinions, by introducing a novel approach to capturing the disagreement between crowd annotators (Aroyo and Welty, 2014) as an indicator for annotation quality, language ambiguity and semantic similarity of target annotations. Especially with respect to perspective annotation, which is notoriously complex and rich, it will be interesting to compare crowd annotation with expert annotation. Not only do we want to test whether the crowd can achieve the same quality of annotation for such a complex task, but also 1183
8 whether the crowd annotation preserves the compositionality of the perspective for complex constructions, possibly including double negations or nested perspectives. In other words, does the crowd read the text in the same way as experts do? The results from crowdsourcing experiments might shed light on aspects of the perspectives that are not covered by the expert annotation scheme. Our annotation guidelines and pilot annotations are publicly available at vua-perspectives. 6. Acknowledgements This work was supported by the Amsterdam Academic Alliance Data Science (AAA-DS) Program Award to the UvA and VU Universities, by the Dutch National Science Foundation from the Spinoza-2013 price and by the European Union s 7th Framework Programme via the NewsReader project (ICT ). 7. Bibliographical References Aroyo, L. and Welty, C. (2014). The three sides of CrowdTruth. Human Computation, 1: Blanco, E. and Moldovan, D. (2011). Semantic representation of negation using focus detection. In Proc. of the 49th ACLT: HLT-Vol 1, pages Deng, L. and Wiebe, J. (2015). MPQA 3.0: Entity/eventlevel sentiment corpus. In Proc. of NAACL-HLT. Diab, M., Levin, L., Mitamura, T., Rambow, O., Prabhakaran, V., and Guo, W. (2009). Committed belief annotation and tagging. In Proc. of the LAW, pages 68 73, Suntec, Singapore. Fokkens, A., van Erp, M., Vossen, P., Tonelli, S., van Hage, W., Serafini, L., Sprugnoli, R., and Hoeksema, J. (2013). GAF: A grounded annotations framework for events. In Proc. of the 1st Workshop on Events, Atlanta, USA. Inel, O., Aroyo, L., Welty, C., and Sips, R. (2013). Domain-independent quality measures for Crowd Truth Disagreement. Proc. of DeRiVE-2013, pages Inel, O., Khamkham, K., Cristea, T., Dumitrache, A., Rutjes, A., van der Ploeg, J., Romaszko, L., Aroyo, L., and Sips, R.-J. (2014). CrowdTruth: machine-human computation framework for harnessing disagreement in gathering annotated data. In The Semantic Web ISWC 2014, pages Springer. Pareti, S. (2012). A database of attribution relations. In Proc. of LREC, pages Prabhakaran, V., By, T., Hirschberg, J., Rambow, O., Shaikh, S., Strzalkowski, T., Tracey, J., Arrigo, M., Basu, R., Clark, M., Dalton, A., Diab, M., Guthrie, L., Prokofieva, A., Strassel, S., Werner, G., Wiebe, J., and Wilks, Y. (2015). A new dataset and evaluation for belief/factuality. In Proc. of the 4th *SEM, Denver, USA. Prasad, R., Dinesh, N., Lee, A., J. A., and Webber, B. (2007). Attribution and its annotation in the Penn Discourse TreeBank. Traitement Automatique des Langues, 47(2): Pustejovsky, J., Castano, J. M., Ingria, R., Sauri, R., Gaizauskas, R. J., Setzer, A., Katz, G., and Radev, D. R. (2003a). TimeML: Robust specification of event and temporal expressions in text. In Proc. of the 5th IWCS, Tilburg, The Netherlands. Pustejovsky, J., Hanks, P., Sauri, R., See, A., Gaizauskas, R., Setzer, A., Radev, D., Sundheim, B., Day, D., Ferro, L., and Lazo, M. (2003b). The TIMEBANK corpus. In Corpus Linguistics, volume 2003, pages Pustejovsky, J., Lee, K., Bunt, H., and Romary, L. (2010). ISO-TimeML: An International Standard for Semantic Annotation. In Proc. of LREC, Malta. Rambow, O. and Wiebe, J. (2015). Sentiment and belief: How to think about, represent, and annotate private states. In Proc. of ACL-IJCNLP. Saurí, R. and Pustejovsky, J. (2009). FactBank: a corpus annotated with event factuality. Language Resources and Evaluation, 43(3): Styler, W., Crooks, K., O Gorman, T., and Hamang, M. (2016). Richer Event Description (RED) Annotation Guidelines v.1.7 (unpublished manuscript). Technical report. Tonelli, S., Sprugnoli, R., Speranza, M., and Minard, A.-L. (2014). NewsReader Guidelines for Annotation at Document Level NWR Technical report. Toprak, C., Jakob, N., and Gurevych, I. (2010). Sentence and Expression Level Annotation of Opinions in User- Generated Discourse. In Proc. of 48th ACL, Uppsala, Sweden. Van Hage, W. R., Malaisé, V., Segers, R., Hollink, L., and Schreiber, G. (2011). Design and use of the Simple Event Model (SEM). Journal of Web Semantics, 9(2): van Son, C., van Erp, M., Fokkens, A., and Vossen, P. (2014). Hope and Fear: Interpreting Perspectives by Integrating Sentiment and Event Factuality. In Proc. of LREC, pages , Reykjavik, Iceland. Verhagen, M., Gaizauskas, R., Schilder, F., Hepple, M., Moszkowicz, J., and Pustejovsky, J. (2009). The TempEval challenge: identifying temporal relations in text. Language Resources and Evaluation, 43(2): Werner, G., Prabhakaran, V., Diab, M., and Rambow, O. (2015). Committed belief tagging on the FactBank and LU corpora: A comparative study. In Proc. of NAACL Workshop on Extra-propositional aspects of meaning in computational linguistics (ExProM), Denver, USA. Wiebe, J., Wilson, T., and Cardie, C. (2005). Annotating expressions of opinions and emotions in language. Language Resources and Evaluation, 39(2-03):
PTE Academic Preparation Course Outline
PTE Academic Preparation Course Outline August 2011 V2 Pearson Education Ltd 2011. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Introduction The
MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10
PROCESSES CONVENTIONS MATRIX OF STANDARDS AND COMPETENCIES FOR ENGLISH IN GRADES 7 10 Determine how stress, Listen for important Determine intonation, phrasing, points signaled by appropriateness of pacing,
Cohesive writing 1. Conjunction: linking words What is cohesive writing?
Cohesive writing 1. Conjunction: linking words What is cohesive writing? Cohesive writing is writing which holds together well. It is easy to follow because it uses language effectively to guide the reader.
English Appendix 2: Vocabulary, grammar and punctuation
English Appendix 2: Vocabulary, grammar and punctuation The grammar of our first language is learnt naturally and implicitly through interactions with other speakers and from reading. Explicit knowledge
Paraphrasing controlled English texts
Paraphrasing controlled English texts Kaarel Kaljurand Institute of Computational Linguistics, University of Zurich [email protected] Abstract. We discuss paraphrasing controlled English texts, by defining
1/9. Locke 1: Critique of Innate Ideas
1/9 Locke 1: Critique of Innate Ideas This week we are going to begin looking at a new area by turning our attention to the work of John Locke, who is probably the most famous English philosopher of all
WRITING A CRITICAL ARTICLE REVIEW
WRITING A CRITICAL ARTICLE REVIEW A critical article review briefly describes the content of an article and, more importantly, provides an in-depth analysis and evaluation of its ideas and purpose. The
Section 8 Foreign Languages. Article 1 OVERALL OBJECTIVE
Section 8 Foreign Languages Article 1 OVERALL OBJECTIVE To develop students communication abilities such as accurately understanding and appropriately conveying information, ideas,, deepening their understanding
ANALEC: a New Tool for the Dynamic Annotation of Textual Data
ANALEC: a New Tool for the Dynamic Annotation of Textual Data Frédéric Landragin, Thierry Poibeau and Bernard Victorri LATTICE-CNRS École Normale Supérieure & Université Paris 3-Sorbonne Nouvelle 1 rue
Langue and Parole. John Phillips
1 Langue and Parole John Phillips The distinction between the French words, langue (language or tongue) and parole (speech), enters the vocabulary of theoretical linguistics with Ferdinand de Saussure
Using Feedback Tags and Sentiment Analysis to Generate Sharable Learning Resources
Using Feedback Tags and Sentiment Analysis to Generate Sharable Learning Resources Investigating Automated Sentiment Analysis of Feedback Tags in a Programming Course Stephen Cummins, Liz Burd, Andrew
Get Ready for IELTS Writing. About Get Ready for IELTS Writing. Part 1: Language development. Part 2: Skills development. Part 3: Exam practice
About Collins Get Ready for IELTS series has been designed to help learners at a pre-intermediate level (equivalent to band 3 or 4) to acquire the skills they need to achieve a higher score. It is easy
Organizing an essay the basics 2. Cause and effect essay (shorter version) 3. Compare/contrast essay (shorter version) 4
Organizing an essay the basics 2 Cause and effect essay (shorter version) 3 Compare/contrast essay (shorter version) 4 Exemplification (one version) 5 Argumentation (shorter version) 6-7 Support Go from
Writing a Project Report: Style Matters
Writing a Project Report: Style Matters Prof. Alan F. Smeaton Centre for Digital Video Processing and School of Computing Writing for Computing Why ask me to do this? I write a lot papers, chapters, project
Discourse Markers in English Writing
Discourse Markers in English Writing Li FENG Abstract Many devices, such as reference, substitution, ellipsis, and discourse marker, contribute to a discourse s cohesion and coherence. This paper focuses
stress, intonation and pauses and pronounce English sounds correctly. (b) To speak accurately to the listener(s) about one s thoughts and feelings,
Section 9 Foreign Languages I. OVERALL OBJECTIVE To develop students basic communication abilities such as listening, speaking, reading and writing, deepening their understanding of language and culture
Appendix B Data Quality Dimensions
Appendix B Data Quality Dimensions Purpose Dimensions of data quality are fundamental to understanding how to improve data. This appendix summarizes, in chronological order of publication, three foundational
Arguments and Dialogues
ONE Arguments and Dialogues The three goals of critical argumentation are to identify, analyze, and evaluate arguments. The term argument is used in a special sense, referring to the giving of reasons
Virginia English Standards of Learning Grade 8
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Indiana Department of Education
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
POS Tagsets and POS Tagging. Definition. Tokenization. Tagset Design. Automatic POS Tagging Bigram tagging. Maximum Likelihood Estimation 1 / 23
POS Def. Part of Speech POS POS L645 POS = Assigning word class information to words Dept. of Linguistics, Indiana University Fall 2009 ex: the man bought a book determiner noun verb determiner noun 1
1. Define and Know (D) 2. Recognize (R) 3. Apply automatically (A) Objectives What Students Need to Know. Standards (ACT Scoring Range) Resources
T 1. Define and Know (D) 2. Recognize (R) 3. Apply automatically (A) ACT English Grade 10 Rhetorical Skills Organization (15%) Make decisions about order, coherence, and unity Logical connections between
End-to-End Sentiment Analysis of Twitter Data
End-to-End Sentiment Analysis of Twitter Data Apoor v Agarwal 1 Jasneet Singh Sabharwal 2 (1) Columbia University, NY, U.S.A. (2) Guru Gobind Singh Indraprastha University, New Delhi, India [email protected],
Genre distinctions and discourse modes: Text types differ in their situation type distributions
Genre distinctions and discourse modes: Text types differ in their situation type distributions Alexis Palmer and Annemarie Friedrich Department of Computational Linguistics Saarland University, Saarbrücken,
Albert Pye and Ravensmere Schools Grammar Curriculum
Albert Pye and Ravensmere Schools Grammar Curriculum Introduction The aim of our schools own grammar curriculum is to ensure that all relevant grammar content is introduced within the primary years in
Units of Study 9th Grade
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
Fountas & Pinnell Guided Reading Text Level Descriptions
Fountas & Pinnell Guided Reading Text Level Descriptions A: Characteristics of Texts at Level A: Simple factual texts, animal fantasy and realistic fiction Picture books Text and concepts highly supported
CINTIL-PropBank. CINTIL-PropBank Sub-corpus id Sentences Tokens Domain Sentences for regression atsts 779 5,654 Test
CINTIL-PropBank I. Basic Information 1.1. Corpus information The CINTIL-PropBank (Branco et al., 2012) is a set of sentences annotated with their constituency structure and semantic role tags, composed
A Comparative Analysis of Standard American English and British English. with respect to the Auxiliary Verbs
A Comparative Analysis of Standard American English and British English with respect to the Auxiliary Verbs Andrea Muru Texas Tech University 1. Introduction Within any given language variations exist
Literature as an Educational Tool
Literature as an Educational Tool A Study about Learning through Literature and How Literature Contributes to the Development of Vocabulary Ida Sundelin VT-13 C-essay, 15 hp Didactics and Linguistics English
SIXTH GRADE UNIT 1. Reading: Literature
Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly
English 7 Essential Curriculum
English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful
Rethinking the relationship between transitive and intransitive verbs
Rethinking the relationship between transitive and intransitive verbs Students with whom I have studied grammar will remember my frustration at the idea that linking verbs can be intransitive. Nonsense!
CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE )
CERTIFICATION EXAMINATIONS FOR OKLAHOMA EDUCATORS (CEOE ) FIELD 74: OKLAHOMA GENERAL EDUCATION TEST (OGET ) Subarea Range of Competencies I. Critical Thinking Skills: Reading and Communications 01 05 II.
Using Appropriate Words in an Academic Essay
3 Using Appropriate Words in an Academic Essay 19 As you develop your essay, you need to think carefully about your choice of words. This is very important in academic essays. For example, you would not
Writing an Introductory Paragraph for an Expository Essay
Handout 27 (1 of 1) Writing an Introductory Paragraph for an Expository Essay Prompt Read the following: If you re like many Americans, you have just spent a few days in close quarters with your parents,
TEN RULES OF GRAMMAR AND USAGE THAT YOU SHOULD KNOW
TEN RULES OF GRAMMAR AND USAGE THAT YOU SHOULD KNOW 2003 The Writing Center at GULC. All rights reserved. The following are ten of the most common grammar and usage errors that law students make in their
Purposes and Processes of Reading Comprehension
2 PIRLS Reading Purposes and Processes of Reading Comprehension PIRLS examines the processes of comprehension and the purposes for reading, however, they do not function in isolation from each other or
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
Process Flowcharting for SOP Development, Implementation, Training and Maintenance
Vol. 3, No. 7, July 2007 Can You Handle the Truth? Process Flowcharting for SOP Development, Implementation, Training and Maintenance By Lorrie D. Divers Standard operating procedures (SOPs) are detailed,
Pupil SPAG Card 1. Terminology for pupils. I Can Date Word
Pupil SPAG Card 1 1 I know about regular plural noun endings s or es and what they mean (for example, dog, dogs; wish, wishes) 2 I know the regular endings that can be added to verbs (e.g. helping, helped,
Writing = A Dialogue. Part I. They Say
Writing = A Dialogue You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is
Syntactic and Semantic Differences between Nominal Relative Clauses and Dependent wh-interrogative Clauses
Theory and Practice in English Studies 3 (2005): Proceedings from the Eighth Conference of British, American and Canadian Studies. Brno: Masarykova univerzita Syntactic and Semantic Differences between
Chapter 3. Data Flow Diagrams
Chapter 3. Data Flow Diagrams Table of Contents Objectives... 1 Introduction to Data Flow Diagrams... 2 What are Data Flow Diagrams?... 2 An example Data Flow Diagram... 2 The benefits of Data Flow Diagrams...
MEANTIME, the NewsReader Multilingual Event and Time Corpus
MEANTIME, the NewsReader Multilingual Event and Time Corpus Anne-Lyse Minard, Manuela Speranza, Ruben Urizar, Begoña Altuna, Marieke van Erp, Anneleen Schoen, Chantal van Son Fondazione Bruno Kessler,
Toothpick Squares: An Introduction to Formulas
Unit IX Activity 1 Toothpick Squares: An Introduction to Formulas O V E R V I E W Rows of squares are formed with toothpicks. The relationship between the number of squares in a row and the number of toothpicks
Association Between Variables
Contents 11 Association Between Variables 767 11.1 Introduction............................ 767 11.1.1 Measure of Association................. 768 11.1.2 Chapter Summary.................... 769 11.2 Chi
The Role of Reactive Typography in the Design of Flexible Hypertext Documents
The Role of Reactive Typography in the Design of Flexible Hypertext Documents Rameshsharma Ramloll Collaborative Systems Engineering Group Computing Department Lancaster University Email: [email protected]
Functions of Metaphors of Modality in President s Radio Addresses
US-China Foreign Language, ISSN 1539-8080 November 2011, Vol. 9, No. 11, 700-707 D DAVID PUBLISHING Functions of Metaphors of Modality in President s Radio Addresses FENG Cai-yan University of Ningbo Dahongying,
Third Grade Language Arts Learning Targets - Common Core
Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1
CHAPTER THREE: METHODOLOGY. This research is guided by a qualitative tradition. It is a descriptive inquiry based on
CHAPTER THREE: METHODOLOGY This research is guided by a qualitative tradition. It is a descriptive inquiry based on four case studies regarding writers identity by means of voice analysis and gender differences
SYNTAX: THE ANALYSIS OF SENTENCE STRUCTURE
SYNTAX: THE ANALYSIS OF SENTENCE STRUCTURE OBJECTIVES the game is to say something new with old words RALPH WALDO EMERSON, Journals (1849) In this chapter, you will learn: how we categorize words how words
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002. Reading (based on Wixson, 1999)
Depth-of-Knowledge Levels for Four Content Areas Norman L. Webb March 28, 2002 Language Arts Levels of Depth of Knowledge Interpreting and assigning depth-of-knowledge levels to both objectives within
Doctoral Consortium 2013 Dept. Lenguajes y Sistemas Informáticos UNED
Doctoral Consortium 2013 Dept. Lenguajes y Sistemas Informáticos UNED 17 19 June 2013 Monday 17 June Salón de Actos, Facultad de Psicología, UNED 15.00-16.30: Invited talk Eneko Agirre (Euskal Herriko
Transitions between Paragraphs
Transitions between Paragraphs The Writing Lab D204d http://bellevuecollege.edu/asc/writing 425-564-2200 Sometimes an essay seems choppy, as if with each new topic sentence, the writer started the essay
Writing an essay. This seems obvious - but it is surprising how many people don't really do this.
Writing an essay Look back If this is not your first essay, take a look at your previous one. Did your tutor make any suggestions that you need to bear in mind for this essay? Did you learn anything else
Elements of Writing Instruction I
Elements of Writing Instruction I Purpose of this session: 1. To demystify the goals for any writing program by clearly defining goals for children at all levels. 2. To encourage parents that they can
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
HOW TO WRITE A CRITICAL ARGUMENTATIVE ESSAY. John Hubert School of Health Sciences Dalhousie University
HOW TO WRITE A CRITICAL ARGUMENTATIVE ESSAY John Hubert School of Health Sciences Dalhousie University This handout is a compilation of material from a wide variety of sources on the topic of writing a
Noam Chomsky: Aspects of the Theory of Syntax notes
Noam Chomsky: Aspects of the Theory of Syntax notes Julia Krysztofiak May 16, 2006 1 Methodological preliminaries 1.1 Generative grammars as theories of linguistic competence The study is concerned with
Parts of Speech. Skills Team, University of Hull
Parts of Speech Skills Team, University of Hull Language comes before grammar, which is only an attempt to describe a language. Knowing the grammar of a language does not mean you can speak or write it
Academic Standards for Reading, Writing, Speaking, and Listening
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
CORRECTING AND GIVING FEEDBACK TO WRITING
CORRECTING AND GIVING FEEDBACK TO WRITING We have all written papers for some courses to be checked and graded by our instructors. We know very well that a paper that is returned with red markings and
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Case studies: Outline. Requirement Engineering. Case Study: Automated Banking System. UML and Case Studies ITNP090 - Object Oriented Software Design
I. Automated Banking System Case studies: Outline Requirements Engineering: OO and incremental software development 1. case study: withdraw money a. use cases b. identifying class/object (class diagram)
LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Speaking for IELTS. About Speaking for IELTS. Vocabulary. Grammar. Pronunciation. Exam technique. English for Exams.
About Collins series has been designed to be easy to use, whether by learners studying at home on their own or in a classroom with a teacher: Instructions are easy to follow Exercises are carefully arranged
The European Financial Reporting Advisory Group (EFRAG) and the Autorité des Normes Comptables (ANC) jointly publish on their websites for
The European Financial Reporting Advisory Group (EFRAG) and the Autorité des Normes Comptables (ANC) jointly publish on their websites for information purpose a Research Paper on the proposed new Definition
the treasure of lemon brown by walter dean myers
the treasure of lemon brown by walter dean myers item analysis for all grade 7 standards: vocabulary, reading, writing, conventions item analysis for all grade 8 standards: vocabulary, reading, writing,
The «include» and «extend» Relationships in Use Case Models
The «include» and «extend» Relationships in Use Case Models Introduction UML defines three stereotypes of association between Use Cases, «include», «extend» and generalisation. For the most part, the popular
Planning and Writing Essays
Planning and Writing Essays Many of your coursework assignments will take the form of an essay. This leaflet will give you an overview of the basic stages of planning and writing an academic essay but
Grade 8 Reading Assessment. Eligible Texas Essential Knowledge and Skills
Grade 8 Reading Assessment Eligible Texas Essential Knowledge and Skills STAAR Grade 8 Reading Assessment Genres Assessed: Literary Fiction (Readiness) Literary Nonfiction (Supporting) Poetry (Supporting)
Annotating Attribution in the Penn Discourse TreeBank
Annotating Attribution in the Penn Discourse TreeBank Rashmi Prasad and Nikhil Dinesh and Alan Lee and Aravind Joshi University of Pennsylvania Philadelphia, PA 19104 USA rjprasad,nikhild,aleewk,joshi
Read this syllabus very carefully. If there are any reasons why you cannot comply with what I am requiring, then talk with me about this at once.
LOGIC AND CRITICAL THINKING PHIL 2020 Maymester Term, 2010 Daily, 9:30-12:15 Peabody Hall, room 105 Text: LOGIC AND RATIONAL THOUGHT by Frank R. Harrison, III Professor: Frank R. Harrison, III Office:
INTERNATIONAL FRAMEWORK FOR ASSURANCE ENGAGEMENTS CONTENTS
INTERNATIONAL FOR ASSURANCE ENGAGEMENTS (Effective for assurance reports issued on or after January 1, 2005) CONTENTS Paragraph Introduction... 1 6 Definition and Objective of an Assurance Engagement...
Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F 15:00-16:30 PST
Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F Instructor Contact Information Office Location Virtual Office Hours Course Announcements Email Technical support Anastasiia V. Mixcoatl-Martinez
Managing Variability in Software Architectures 1 Felix Bachmann*
Managing Variability in Software Architectures Felix Bachmann* Carnegie Bosch Institute Carnegie Mellon University Pittsburgh, Pa 523, USA [email protected] Len Bass Software Engineering Institute Carnegie
Sentence Structure/Sentence Types HANDOUT
Sentence Structure/Sentence Types HANDOUT This handout is designed to give you a very brief (and, of necessity, incomplete) overview of the different types of sentence structure and how the elements of
Writing Thesis Defense Papers
Writing Thesis Defense Papers The point of these papers is for you to explain and defend a thesis of your own critically analyzing the reasoning offered in support of a claim made by one of the philosophers
English Language Proficiency Standards: At A Glance February 19, 2014
English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding
Collated Food Requirements. Received orders. Resolved orders. 4 Check for discrepancies * Unmatched orders
Introduction to Data Flow Diagrams What are Data Flow Diagrams? Data Flow Diagrams (DFDs) model that perspective of the system that is most readily understood by users the flow of information around the
The Macroeconomic Effects of Tax Changes: The Romer-Romer Method on the Austrian case
The Macroeconomic Effects of Tax Changes: The Romer-Romer Method on the Austrian case By Atila Kilic (2012) Abstract In 2010, C. Romer and D. Romer developed a cutting-edge method to measure tax multipliers
A. Schedule: Reading, problem set #2, midterm. B. Problem set #1: Aim to have this for you by Thursday (but it could be Tuesday)
Lecture 5: Fallacies of Clarity Vagueness and Ambiguity Philosophy 130 September 23, 25 & 30, 2014 O Rourke I. Administrative A. Schedule: Reading, problem set #2, midterm B. Problem set #1: Aim to have
Understanding Clauses and How to Connect Them to Avoid Fragments, Comma Splices, and Fused Sentences A Grammar Help Handout by Abbie Potter Henry
Independent Clauses An independent clause (IC) contains at least one subject and one verb and can stand by itself as a simple sentence. Here are examples of independent clauses. Because these sentences
Guided Reading Indicators
Guided Reading Level A Descriptors Characteristics of Early Emergent Readers at Level A Simple factual texts, animal fantasy and realistic fiction Picture books Text and concepts highly supported by pictures
Expository Reading and Writing By Grade Level
Expository and Writing By Grade Level Kindergarten TEKS identify the topic of an informational text heard identify the topic and details in expository text heard or read, referring to the words and/or
Syntactic Theory. Background and Transformational Grammar. Dr. Dan Flickinger & PD Dr. Valia Kordoni
Syntactic Theory Background and Transformational Grammar Dr. Dan Flickinger & PD Dr. Valia Kordoni Department of Computational Linguistics Saarland University October 28, 2011 Early work on grammar There
USABILITY OF A FILIPINO LANGUAGE TOOLS WEBSITE
USABILITY OF A FILIPINO LANGUAGE TOOLS WEBSITE Ria A. Sagum, MCS Department of Computer Science, College of Computer and Information Sciences Polytechnic University of the Philippines, Manila, Philippines
English Grammar Passive Voice and Other Items
English Grammar Passive Voice and Other Items In this unit we will finish our look at English grammar. Please be aware that you will have only covered the essential basic grammar that is commonly taught
Multilingual Event Detection using the NewsReader Pipelines
Multilingual Event Detection using the NewsReader Pipelines Rodrigo Agerri, Itziar Aldabe, Egoitz Laparra, German Rigau Antske Fokkens 3, Paul Huijgen 3, Ruben Izquierdo 3, Marieke van Erp 3, Piek Vossen
RuleSpeak R Sentence Forms Specifying Natural-Language Business Rules in English
Business Rule Solutions, LLC RuleSpeak R Sentence Forms Specifying Natural-Language Business Rules in English This original English version developed by Ronald G. Ross Co-Founder & Principal, Business
Writing Common Core KEY WORDS
Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary
Grounded Theory. 1 Introduction... 1. 2 Applications of grounded theory... 1. 3 Outline of the design... 2
Grounded Theory Contents 1 Introduction... 1 2 Applications of grounded theory... 1 3 Outline of the design... 2 4 Strengths and weaknesses of grounded theory... 6 5 References... 6 1 Introduction This
RELATIVE CLAUSE: Does it Specify Which One? Or Does it Just Describe the One and Only?
1 RELATIVE CLAUSE: Does it Specify Which One? Or Does it Just Describe the One and Only? 2 Contents INTRODUCTION...3 THEORY...4 The Concept... 4 Specifying Clauses... 4 Describing Clauses... 5 The Rule...
Background. Audit Quality and Public Interest vs. Cost
Basis for Conclusions: ISA 600 (Revised and Redrafted), Special Considerations Audits of Group Financial Statements (Including the Work of Component Auditors) Prepared by the Staff of the International
Use the Academic Word List vocabulary to make tips on Academic Writing. Use some of the words below to give advice on good academic writing.
Use the Academic Word List vocabulary to make tips on Academic Writing Use some of the words below to give advice on good academic writing. abstract accompany accurate/ accuracy/ inaccurate/ inaccuracy
TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed)
TAXONOMY OF EDUCATIONAL OBJECTIVES (Excerpts from Linn and Miller Measurement and Assessment in Teaching, 9 th ed) Table 1 Major categories in the cognitive domain of the taxonomy of educational objectives
Section 11. Giving and Receiving Feedback
Section 11 Giving and Receiving Feedback Introduction This section is about describing what is meant by feedback and will focus on situations where you will be given, and where you will give, feedback.
