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Did I really mean that? Applying automatic summarisation techniques to formative feedback.

, , , , and . RANLP, page 277-284. RANLP 2013 Organising Committee / ACL, (2013)

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A prototype for a conversational companion for reminiscing about images., , , , , , and . Computer Speech & Language, 25 (2): 140-157 (2011)Everyday Language is Highly Intensional., and . STEP, Association for Computational Linguistics, (2008)OpenEssayist: a supply and demand learning analytics tool for drafting academic essays., , , , and . LAK, page 208-212. ACM, (2015)Using English for commonsense knowledge., and . IWCS, page 181-194. Association for Computational Linguistics, (2009)Functional, Frustrating and Full of Potential: Learners' Experiences of a Prototype for Automated Essay Feedback., , , , and . CAA, volume 439 of Communications in Computer and Information Science, page 40-52. Springer, (2014)Did I really mean that? Applying automatic summarisation techniques to formative feedback., , , , and . RANLP, page 277-284. RANLP 2013 Organising Committee / ACL, (2013)The pragmatics of margin comments: An empirical study., , and . BEA@ACL, page 43-53. The Association for Computer Linguistics, (2014)What Does a 'Good' Essay Look Like? Rainbow Diagrams Representing Essay Quality., , , , and . TEA, volume 829 of Communications in Computer and Information Science, page 1-12. Springer, (2017)What is my essay really saying? Using extractive summarization to motivate reflection and redrafting., , , , and . AIED Workshops, volume 1009 of CEUR Workshop Proceedings, CEUR-WS.org, (2013)How was your day? An Affective Companion ECA Prototype., , , , , , and . SIGDIAL Conference, page 277-280. The Association for Computer Linguistics, (2010)