Automated writing evaluation systems can improve students' writing insofar as
students attend to the feedback provided and revise their essay drafts in ways
aligned with such feedback. Existing research on revision of argumentative
writing in such systems, however, has focused on the types of revisions
students make (e.g., surface vs. content) rather than the extent to which
revisions actually respond to the feedback provided and improve the essay. We
introduce an annotation scheme to capture the nature of sentence-level
revisions of evidence use and reasoning (the `RER' scheme) and apply it to 5th-
and 6th-grade students' argumentative essays. We show that reliable manual
annotation can be achieved and that revision annotations correlate with a
holistic assessment of essay improvement in line with the feedback provided.
Furthermore, we explore the feasibility of automatically classifying revisions
according to our scheme.

研究了自动写作评估系统如何改善学生写作，着重探讨对论证文本进行修订的相关方面，包括修订类型以及对所给反馈的响应程度。通过分析 5-6 年级学生的论文，引入了一种注释方案来捕捉证据使用和推理方面的修订，并展示了手动注释和修订注释与综合评估的相关性。此外，还研究了自动根据该方案对修订进行分类的可行性。