Difference between revisions of "Skrivesenter:Discourse relations"
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|sequence/temporal | |sequence/temporal | ||
|conjunction | |conjunction | ||
| − | |og | + | |og |
|- | |- | ||
|list | |list | ||
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|- | |- | ||
|supplement | |supplement | ||
| + | |||
|adverb | |adverb | ||
|alias | |alias | ||
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|disjunction | |disjunction | ||
|conjunction | |conjunction | ||
| − | |eller | + | |eller |
|- | |- | ||
|temporal | |temporal | ||
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===Sense Tags and their meanings=== | ===Sense Tags and their meanings=== | ||
| + | |||
| + | Having discussed with Cherise, we think that we will be best suited by relatively general categories to deal with young writer. Consequently we have the following suggestions about the sense tags: | ||
| + | |||
| + | The following tags should be skipped: | ||
| + | -conjunction (is covered by more specific tags) | ||
| + | -contingency (as above) | ||
| + | -contra-expectation (sufficiently covered by Evaluate) | ||
| + | -exception (subsumed under Condition) | ||
| + | -expect (covered by Predict) | ||
| + | -justify (covered by Reason) | ||
| + | -opposition (covered by/ a special case of Contrast) | ||
| + | -supplement (covered by Restate or Specify). | ||
| + | |||
| + | Lars, February 2014 | ||
{| class="wikitable sortable" border="1" | {| class="wikitable sortable" border="1" | ||
| Line 159: | Line 174: | ||
|compare | |compare | ||
|nemjhv,erv,rkjv.,rj.rtb.gkb.ltkb.|Point out similarity or points of correspondence | |nemjhv,erv,rkjv.,rj.rtb.gkb.ltkb.|Point out similarity or points of correspondence | ||
| − | between two events, ideas, objects or statements | + | between two states, events, ideas, objects or statements |
| − | | | + | |(Jeg tror at barna hadde det fint) men ''ikke like fint som'' vi har det i dag |
|- | |- | ||
|ASSdesc | |ASSdesc | ||
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|concession | |concession | ||
| | | | ||
| − | | | + | |(Vi hadde det bra i hula) ''selv om'' det var lite mat noen ganger |
|- | |- | ||
|COND | |COND | ||
| Line 182: | Line 197: | ||
|''Når'' man går går på skulen, lærer ein å lese, skrive, rekne... | |''Når'' man går går på skulen, lærer ein å lese, skrive, rekne... | ||
|- | |- | ||
| − | |CONJ | + | |<strike>CONJ</strike> |
| − | |conjunction | + | |<strike>conjunction</strike> |
| | | | ||
| − | |<how is this different from List? jf. "Og så må en venn støtte deg" (fra en tekst om vennskap) | + | |<strike>how is this different from List? jf. "Og så må en venn støtte deg" (fra en tekst om vennskap)</strike> |
|- | |- | ||
|CAUS | |CAUS | ||
| Line 220: | Line 235: | ||
|Indicate an effect, outcome, result or | |Indicate an effect, outcome, result or | ||
consequence | consequence | ||
| − | | | + | |(Pappa og mamma jobber så mye) ''så'' jeg er ofte alene hjemme |
|- | |- | ||
|SUM | |SUM | ||
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|Ja, det var det jeg gjør på dataen. | |Ja, det var det jeg gjør på dataen. | ||
|- | |- | ||
| − | |CONTIN | + | |<strike>CONTIN</strike> |
| − | |contingency | + | |<strike>contingency</strike> |
| | | | ||
| − | |<could you give an example? | + | |<strike>could you give an example?</strike> |
|- | |- | ||
| − | |C-EXPECT | + | |<strike>C-EXPECT</strike> |
| − | |contra-expectation | + | |<strike>contra-expectation</strike> |
| | | | ||
| − | |<could you give an example? | + | |<strike>could you give an example?</strike> |
|- | |- | ||
|CONT | |CONT | ||
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| | | | ||
|- | |- | ||
| − | |EX | + | |<strike>EX</strike> |
| − | |exception | + | |<strike>exception</strike> |
| | | | ||
| − | |<could you give an example? | + | |<strike>could you give an example?</strike> |
|- | |- | ||
| − | |EXPEXT | + | |<strike>EXPEXT</strike> |
| − | |expect | + | |<strike>expect</strike> |
| | | | ||
| − | |<could you give an exampple? | + | |<strike>could you give an exampple?</strike> |
|- | |- | ||
|PURP | |PURP | ||
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| | | | ||
|- | |- | ||
| − | |JUST | + | |<strike>JUST</strike> |
| − | |justify | + | |<strike>justify</strike> '''This tag has been used for annotation and can therefore not be deleted''' |
| | | | ||
| − | |<could you give an example? | + | |<strike>could you give an example?</strike> |
|- | |- | ||
|JUX | |JUX | ||
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|<how is this tag different from Conjunction? NP list here, or clause list? | |<how is this tag different from Conjunction? NP list here, or clause list? | ||
|- | |- | ||
| − | |OPP | + | |<strike>OPP</strike> |
| − | |opposition | + | |<strike>opposition</strike>'''This tag has been used for annotation and can therefore not be deleted''' |
| | | | ||
| − | |<how is this different from Contrast? | + | |<strike>how is this different from Contrast?</strike> |
|- | |- | ||
|PRES | |PRES | ||
|precedence | |precedence | ||
| | | | ||
| − | | | + | |<hov is tis different from ASSnarr or SEQ? |
|- | |- | ||
|REASON | |REASON | ||
|reason | |reason | ||
|Indicate the internal reason of an animate subject for some (course of) action or inference | |Indicate the internal reason of an animate subject for some (course of) action or inference | ||
| − | | | + | |Jeg var sint (så jeg ville ikke snakke med henne) |
|- | |- | ||
|RESTATE | |RESTATE | ||
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|(Jeg og vennene mine driver med blogg.) Blogg er en nettside om meg selv. | |(Jeg og vennene mine driver med blogg.) Blogg er en nettside om meg selv. | ||
|- | |- | ||
| − | |SUPP | + | |<strike>SUPP</strike> |
| − | |supplement | + | |<strike>supplement</strike>'''This tag has been used for annotation and can therefore not be deleted''' |
| | | | ||
| − | |<could you give an example? | + | |<strike>could you give an example?</strike> |
|- | |- | ||
|REACT | |REACT | ||
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|Reply to a question in dialogue (direct, indirect | |Reply to a question in dialogue (direct, indirect | ||
or inferred) | or inferred) | ||
| + | |- | ||
| + | |N-FUNC | ||
| + | |non-functional | ||
| | | | ||
|-} | |-} | ||
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Latest revision as of 10:35, 28 February 2014
Contents
Overall Motivation
Dorothee's Presentation for download
The overall motivation is to create a richly annotated discourse corpus facilitating the analysis of student texts within writing research.
The main perspective taken is that of discourse analysis. Linguistic analysis is helpful, but not our main goal.
A student text is understood as a written discourse, and it is it mainly the argumentation structure of the discourse that we will be annotating.
So far we have identified a couple of Lexically-grounded discourse relations, but also talked about, Anchors and Discourse chains.
Lexically-grounded discourse relations we have listed in the sortable table below:
Lexically grounded discourse relations
| Sense | Grammatical category | Connective |
|---|---|---|
| condition | conjunction | hvis |
| condition | conjunction | når |
| goal | conjunction | for å |
| sequence/temporal | conjunction | og |
| list | conjunction | og |
| precedence | adverb | etterpå |
| precedence | adverb | så |
| specification | multi-word expression | for eksempel |
| supplement | adverb | alias |
| disjunction | conjunction | eller |
| temporal | conjunction | når |
Overall Motivation
Dorothee's Presentation for download
The overall motivation is to create a richly annotated discourse corpus facilitating the analysis of student texts within writing research.
The main perspective taken is that of discourse analysis. Linguistic analysis is helpful, but not our main goal.
A student text is understood as a written discourse, and it is it mainly the argumentation structure of the discourse that we will be annotating.
So far we have identified a couple of Lexically-grounded discourse relations, but also talked about, Anchors and Discourse chains.
Lexically-grounded discourse relations we have listed in the sortable table below:
Lexically grounded discourse relations
| Sense | Grammatical category | Connective |
|---|---|---|
| condition | conjunction | hvis |
| condition | conjunction | når |
| goal | conjunction | for å |
| sequence/temporal | conjunction | og[1] |
| list | conjunction | og |
| precedence | adverb | etterpå |
| precedence | adverb | så |
| specification | multi-word expression | for eksempel |
| supplement | adverb | alias |
| disjunction | conjunction | eller[1] |
| temporal | conjunction | når |
Sense Tags and their meanings
Having discussed with Cherise, we think that we will be best suited by relatively general categories to deal with young writer. Consequently we have the following suggestions about the sense tags:
The following tags should be skipped: -conjunction (is covered by more specific tags) -contingency (as above) -contra-expectation (sufficiently covered by Evaluate) -exception (subsumed under Condition) -expect (covered by Predict) -justify (covered by Reason) -opposition (covered by/ a special case of Contrast) -supplement (covered by Restate or Specify).
Lars, February 2014
| Sense tag | Meaning | Descriptive Definition | Example | |
|---|---|---|---|---|
| ASS | assert | Introduces a (new) topic, normally to be developed in the following sequence | Jeg og vennene mine driver med blogg. | |
| COM | compare | Point out similarity or points of correspondence
between two states, events, ideas, objects or statements |
(Jeg tror at barna hadde det fint) men ikke like fint som vi har det i dag | |
| ASSdesc | assert through description | Introduce a new setting, character or atmosphere of a narrative | Det var morgen. (Morten våknet til en ny dag...) | |
| ASSnar | assert through narration | Introduce a new narrative event or action that is not causally or hyponymically related to a previous event or action | (nytt avsnitt:)Morten gikk ut av teltet og bort til bålet. | |
| CONCES | concession | (Vi hadde det bra i hula) selv om det var lite mat noen ganger | ||
| COND | condition | Når man går går på skulen, lærer ein å lese, skrive, rekne... | ||
| CAUS | cause | Identify the external cause of an event or evaluation. To be distinguished from reason
or purpose |
(Det er bra å gå på skule) for da får dei vener (og da...) | |
| CONCLD | conclude | Draw a logical conclusion on the basis of previously
presented premises |
||
| EVAL | evaluate | Make a value judgement, state an opinion or
indicate a preference. Also used to indicate the significance of an object, idea or event previously introduced |
(Alle skal få ein utdanning), og det er bra at barn går på skule... | |
| META | meta-statement | Make a statement about the text itself | Nå skal jeg svare på spørsmålene dine! | |
| QUE | question | Ask a question that will be answered in a
following unit. |
Hva ville du gjort? (Valgt en venn som...) | |
| RESULT | result | Indicate an effect, outcome, result or
consequence |
(Pappa og mamma jobber så mye) så jeg er ofte alene hjemme | |
| SUM | summarise | Make a statement that summarises previous,
more specific statements, without drawing logical conclusions (vs. conclude) |
Ja, det var det jeg gjør på dataen. | |
| CONT | contrast | Point out difference(s) between two events,
objects or ideas, openly signalled or inferred |
(FNs barnekomvensjon har bestemt at barn skal få gå på skulen). Det er 75 mill som ikkje får skulegang. [inferred contrast] | |
| DIS | disjunction | |||
| PURP | purpose | |||
| GEN | generalise | Make a more general statement that builds
on/includes previous specific statements |
||
| JUX | juxtapose [=alternative?] | <Could you give an example? cf (...hvis vennen din bommer på målet... Du må si: )Ååh, så synd. Du klarer det neste gang, ikke : Herregud, hvorfor gjorde du det, din fjott? | ||
| LIST | list | <how is this tag different from Conjunction? NP list here, or clause list? | ||
| PRES | precedence | <hov is tis different from ASSnarr or SEQ? | ||
| REASON | reason | Indicate the internal reason of an animate subject for some (course of) action or inference | Jeg var sint (så jeg ville ikke snakke med henne) | |
| RESTATE | restate | Rephrase or repeat a a previous assertion at
approximately the same level of generality |
||
| SEQ | sequence temporally | Indicate the temporal unfolding of a sequence of events or actions | ||
| SPEC | specify | enumerate specific facts or details | (Jeg og vennene mine driver med blogg.) Blogg er en nettside om meg selv. | |
| REACT | physical or mental actions | Indicates physical or mental actions or change of states of
animates which result from previously introduced actions, events or states. REACT is differentiated from RESULT by being open to choice or idiosyncracy |
||
| RESP | respond | Reply to a question in dialogue (direct, indirect
or inferred) | ||
| N-FUNC | non-functional |