  Providing feedback on the argumentation of the learner is essential for
developing critical thinking skills, however, it requires a lot of time and
effort. To mitigate the overload on teachers, we aim to automate a process of
providing feedback, especially giving diagnostic comments which point out the
weaknesses inherent in the argumentation. It is recommended to give specific
diagnostic comments so that learners can recognize the diagnosis without
misinterpretation. However, it is not obvious how the task of providing
specific diagnostic comments should be formulated. We present a formulation of
the task as template selection and slot filling to make an automatic evaluation
easier and the behavior of the model more tractable. The key to the formulation
is the possibility of creating a template set that is sufficient for practical
use. In this paper, we define three criteria that a template set should
satisfy: expressiveness, informativeness, and uniqueness, and verify the
feasibility of creating a template set that satisfies these criteria as a first
trial. We will show that it is feasible through an annotation study that
converts diagnostic comments given in a text to a template format. The corpus
used in the annotation study is publicly available.
