能写太长或太短的句子、多用主动语态以及在用词上要有变化，比如用同义词或者其他的指
代词。
Organization and Development
Finally, the writing analysis tools provide feedback about discourse elements present or absent in
the essay (Burstein, Marcu, and Knight, 2003). The discourse analysis approach is based on a
linear representation of the text. It assumes the essay can be segmented into sequences of
discourse elements, which include introductory material (to provide the context or set the stage),
a thesis statement (to state the writer’s position in rela- tion to the prompt), main ideas (to assert
the author’s main message), supporting ideas (to provide evidence and support the claims in the
main ideas, thesis, or conclusion), and a conclusion (to summarize the essay’s entire argument).
In order to identify the various discourse elements, the system was trained on a large corpus of
human annotated essays (Burstein, Marcu, and Knight, 2003). Figure 1 (next page) presents an
example of an annotated essay.
e-rater 采用一种话语分析的进路，假设文章可以分作一些话语元素的序列。然后根据已经做
好标注的文章作为数据，系统通过机器学习，学会辨认哪些句子属于主旨句、主题句、支持
句、结论句以及无关的句子。具体的算法还要再看其他的文献进一步研究。
The overall organization score (referred to in what follows as organiza- tion) was designed for
these genres of writing. It assumes a writing strategy that includes an introductory paragraph, at
least a three-paragraph body with each paragraph in the body consisting of a pair of main point
and supporting idea elements, and a concluding paragraph. The organization score measures the
difference between this minimum five-paragraph essay and the actual discourse elements found
in the essay. Missing elements could include supporting ideas for up to the three expected main
points or a missing introduction, conclusion, or main point. On the other hand, identification of
main points beyond the minimum three would not contribute to the score. This score is only one
possible use of the identified discourse elements, but was adopted for this study.
这里说明我们至少要写 5 段，包括开头、结尾和三个中间段。基本上和我提出的 1+3 模型是
吻合的。 当然，我的模型对 coherence 有更高的要求（见本帖 54 楼 ）。
The second feature derived from Criterion’s organization and devel- opment module measures
the amount of development in the discourse elements of the essay and is based on their average
length (referred to as development).
这个有点坑，好像是看中间段的长度来打分。但是仅仅字数多是不够的，因为与主题无关的
句子会被标为 irrelevant。
Lexical Complexity (2 features)
Two features in e-rater V.2 are related specifically to word-based characteristics. The first is a
measure of vocabulary level (referred to as vocabulary) based on Breland, Jones, and Jenkins’
(1994) Standardized Frequency Index across the words of the essay. The second feature is based
on the average word length in characters across the words in the essay (referred to as word
length).
这里主要是看词汇的深度和长度。也就是说用的词比较少见以及单词比较长就好些。
http://www.usingenglish.com/resources/text-statistics.php
这个在线工具可以分析你的文章的难词比例
Prompt-Specific Vocabulary Usage (2 features)
E-rater evaluates the lexical content of an essay by comparing the words it contains to the words
found in a sample of essays from each score category (usually six categories). It is expected that
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