In this paper we do the first large scale analysis of writing style development among Danish high school students. More than 10K students with more than 100K essays are analyzed. Writing style itself is often studied in the natural language processing community, but usually with the goal of verifying authorship, assessing quality or popularity, or other kinds of predictions. In this work, we analyze writing style changes over time, with the goal of detecting global development trends among students, and identifying at-risk students. We train a Siamese neural network to compute the similarity between two texts. Using this similarity measure, a student's newer essays are compared to their first essays, and a writing style development profile is constructed for the student. We cluster these student profiles and analyze the resulting clusters in order to detect general development patterns. We evaluate clusters with respect to writing style quality indicators, and identify optimal clusters, showing significant improvement in writing style, while also observing suboptimal clusters, exhibiting periods of limited development and even setbacks. Furthermore, we identify general development trends between high school students, showing that as students progress through high school, their writing style deviates, leaving students less similar when they finish high school, than when they start.
Finally, several studies related to writing style have been conducted using the data available from MaCom. @cite_18 investigates temporal aspects of authorship attribution, and concludes that considering more recent essays improves authorship attribution algorithms, indicating that the writing style among high school students does indeed change with time. @cite_10 also uses the MaCom data for testing their neural network based authorship verification methods; their results also support these findings.
@cite_18 @cite_10
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We study temporal aspects of authorship attribution - a task which aims to distinguish automatically between texts written by different authors by measuring textual features. This task is important in a number of areas, including plagiarism detection in secondary education, which we study in this work. As the academic abilities of students evolve during their studies, so does their writing style. These changes in writing style form a type of temporal context, which we study for the authorship attribution process by focussing on the students’ more recent writing samples. Experiments with real world data from Danish secondary school students show 84 prediction accuracy when using all available material and 71.9 prediction accuracy when using only the five most recent writing samples from each student. Authorship attribution supported by statistical or computational methods has a long history starting from the 19th century and is marked by the seminal study of Mosteller and Wallace (1964) on the authorship of the disputed “Federalist Papers.” During the last decade, this scientific field has been developed substantially, taking advantage of research advances in areas such as machine learning, information retrieval, and natural language processing. The plethora of available electronic texts (e.g., e-mail messages, online forum messages, blogs, source code, etc.) indicates a wide variety of applications of this technology, provided it is able to handle short and noisy text from multiple candidate authors. In this article, a survey of recent advances of the automated approaches to attributing authorship is presented, examining their characteristics for both text representation and text classification. The focus of this survey is on computational requirements and settings rather than on linguistic or literary issues. We also discuss evaluation methodologies and criteria for authorship attribution studies and list open questions that will attract future work in this area. © 2009 Wiley Periodicals, Inc. A critical aspect of malware forensics is authorship analysis. The successful outcome of such analysis is usually determined by the reverse engineer’s skills and by the volume and complexity of the code under analysis. To assist reverse engineers in such a tedious and error-prone task, it is desirable to develop reliable and automated tools for supporting the practice of malware authorship attribution. In a recent work, machine learning was used to rank and select syntax-based features such as n-grams and flow graphs. The experimental results showed that the top ranked features were unique for each author, which was regarded as an evidence that those features capture the author’s programming styles. In this paper, however, we show that the uniqueness of features does not necessarily correspond to authorship. Specifically, our analysis demonstrates that many “unique” features selected using this method are clearly unrelated to the authors’ programming styles, for example, unique IDs or random but unique function names generated by the compiler; furthermore, the overall accuracy is generally unsatisfactory. Motivated by this discovery, we propose a layered Onion Approach for Binary Authorship Attribution called OBA2. The novelty of our approach lies in the three complementary layers: preprocessing, syntax-based attribution, and semantic-based attribution. Experiments show that our method produces results that not only are more accurate but have a meaningful connection to the authors’ styles. a 2014 The Author. Published by Elsevier Ltd on behalf of DFRWS. This is an open access article under the CC BY-NC-ND license (http: creativecommons.org licenses by-nc-nd 3.0 ). Students hiring ghostwriters to write their assignments is an increasing problem in educational institutions all over the world, with companies selling these services as a product. In this work, we develop automatic techniques with special focus on detecting such ghostwriting in high school assignments. This is done by training deep neural networks on an unprecedented large amount of data supplied by the Danish company MaCom, which covers 90 of Danish high schools. We achieve an accuracy of 0.875 and a AUC score of 0.947 on an evenly split data set.