One of the major themes to emerge in interactive narrative research is authorability and authorial intent. With interactive narratives, the human author is not present at run-time. Thus authoring interactive narratives is often a process of anticipating user actions in different contexts and using computational mechanisms and data structures for responding to the participant. Generative approac...

We explore the role that story generation feedback may play within the creative process of interactive story authoring. While such feedback is often used as ‘debugging’ information, we explore here a ‘cocreation’ view, in which the outcome of the story generator influences authorial intent. We illustrate an iterative authoring approach in which each iteration consists of idea generation, implem...

Our purpose in this research is to quantitatively analyse how the communication of managerial knowledge realised articles written by experienced writers for publication and those produced graduate students as a course grade requirement. Specifically, we look at ways these construct their authorial identities (textually conveyed ‘voice’). To do so, combine Hyland’s (2008) interactional model voi...

This paper proposes a new unsupervised technique for clustering a collection of documents written by distinct individuals into authorial components. We highlight the importance of utilizing syntactic structure to cluster documents by author, and demonstrate experimental results that show the method we outline performs on par with state-of-the-art techniques. Additionally, we argue that this fea...

Modern historiography of Soviet society is at the stage forming an impartial assessment its place in history Russian civilization. The most famous articles on USSR are often a documented expression author’s research position, which does not always strive for impartiality. Such studies evoke feeling ongoing “civil war” — now “fronts” science and journalism. Moreover, number authors concentrate s...

The current study investigated the effect of collaborative prewriting activities on learners’ identity construction and L2 writing development. To this end, 43 sophomore upper-intermediate university students majoring in Teaching English as a Foreign Language at an Iranian university who had enrolled in a course called Advanced Writing were randomly divided into two experimental groups (g...