  We present a method for identifying editor roles from students' revision
behaviors during argumentative writing. We first develop a method for applying
a topic modeling algorithm to identify a set of editor roles from a vocabulary
capturing three aspects of student revision behaviors: operation, purpose, and
position. We validate the identified roles by showing that modeling the editor
roles that students take when revising a paper not only accounts for the
variance in revision purposes in our data, but also relates to writing
improvement.
