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<Paper uid="W94-0307">
  <Title>Content and Rhetorical Status Selection in Instructional Texts</Title>
  <Section position="7" start_page="58" end_page="59" type="concl">
    <SectionTitle>
5 Conclusion
</SectionTitle>
    <Paragraph position="0"> This research is aimed at planning instructional texts from the output of an AI planner. The approach is based on a corpus study of a wide range of operator and repair/maintenance domains. It is based on a two stage process: a task planning stage, and a text planning stage.</Paragraph>
    <Paragraph position="1"> Text planning is not performed constructively through RST schemas. Rather, from the task representation a set of semantic carriers are selected, then from these, appropriate RST relations are selected.</Paragraph>
    <Paragraph position="2"> Several aspects of instructional texts have been left aside. Repetitions, for example, do not occur frequently  tive operations in a task representation should be explicit on their stopping condition and their scope, pragmatic knowledge allows &amp;quot;natural texts&amp;quot; to be less specific. Consider, for example, instructions for using a shampoo: Wet hair, lather, rinse and repeat.</Paragraph>
    <Paragraph position="3"> The current area of research involves analyzing how the communicative goal of the instructional text influences the content selection heuristics. For the moment, we are specifically looking at texts with different degrees of execution incentive. Texts designed for the immediate execution of the procedure seem to use different heuristics for introducing semantic carriers than explanation-oriented instructions. For example, only external causalities are included in step-by-step instructions; while both external and internal causalities are included in explanation instruction texts. We presume that the execution incentive does not influence the choice of RST relations, although a full investigation should be performed.</Paragraph>
  </Section>
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