  This paper surveys and organizes research works in an under-studied area,
which we call automated evaluation for student argumentative writing. Unlike
traditional automated writing evaluation that focuses on holistic essay
scoring, this field is more specific: it focuses on evaluating argumentative
essays and offers specific feedback, including argumentation structures,
argument strength trait score, etc. The focused and detailed evaluation is
useful for helping students acquire important argumentation skill. In this
paper we organize existing works around tasks, data and methods. We further
experiment with BERT on representative datasets, aiming to provide up-to-date
baselines for this field.
