Class attendance and completion of the readings by the assigned date are
essential. This is not a straight lecture class - you will be expected
to be able to discuss the articles. To this end:
An analytical question for a minimum of two out of the assigned readings (one theory & one practice) must be mailed
to the instructors by 5pm on each Tuesday afternoon. These questions will
form the basis for discussion.
Each student will lead the discussion of an article once or twice during
the semester. Leading the discussion means
Students will also take turns leading class discussion on the homework
assignments (probably in pairs).
The final assignment will be carried out in teams, and will consist of three parts:
preparing a handout summarizing the article. This handout is to be sent
to the class mailing list by Sunday night at midnight -- in order to serve
as a reading guide for the other members of the class. The summary should
indicate and explicate the important parts of the article, the problems
with the theory espoused or system explained, and the relevance for previous
research discussed in class; and
delivering an in-class presentation consisting of:
(a) a discussion of an existing conversational/dialogue interactive system that
deals with the discourse phenomenon under discussion. The presentation
should include a short description of the system architecture and a discussion
of how well or poorly the particular discourse phenomenon in question is
treated, and how it might be extended.
AND / OR
(b) your own design sketch of a computational system or application
that depends on or exemplifies the phenomenon treated in that week's readings,
and leading a discussion in class on that computational system. A
design sketch should present a system of the student's own invention that
incorporates the phenomenon under discussion into its functioning. The
system can be as fantastical as you desire (and may incorporate *some*
elements that are impossible given the state of research today), but the
part of the system that uses the class phenomenon should be down-to-earth,
possible, and clear. The goal of this exercise is to help the class understand
the utility of discourse phenomena for interactive systems, and to understand
in a concrete way how to incorporate them into system design.
a working interactive dialogue system, using the CSLU Toolkit, that deals in some way with a discourse phenomenon discussed in class.
That is, for example, you might build an interactive system that uses understanding
of discourse markers to predict the relationship between two clauses. You
must give a demonstration of your system in operation on the final day
- an evaluation of your system with real users
a write-up of the system in ACL paper format (http://www.cis.udel.edu/%7Eacl2k/style/MSWord_template.rtf).
|Two class discussion presentations|| 20% (10% each)|
|Weekly question submission:||10%|
|System Implementation & Documentation||25%|
|Final Project Writeup||35%|
Most of the course readings will be available electronically, and linked
to the syllabus. Other readings will be passed out a week in
advance. The course books can be purchased from Amazon.
Various computational linguistics tools will be made available to students,
as indicated in the syllabus. Use of these tools will be overseen by Paul
(ptepper at-symbol northwestern.edu).