Argument mining has garnered increasing attention over the years, with the recent advancement of Large Language Models (LLMs) further propelling this trend. However, current argument relations remain relatively simplistic and foundational, struggling to capture the full scope of argument information. To address this limitation, we propose a systematic framework comprising 14 fine-grained relation types from the perspectives of vertical argument relations and horizontal discourse relations, thereby capturing the intricate interplay between argument components for a thorough understanding of argument structure. On this basis, we conducted extensive experiments on three tasks: argument component prediction, relation prediction, and automated essay grading. Additionally, we explored the impact of writing quality on argument component prediction and relation prediction, as well as the connections between discourse relations and argumentative features. The findings highlight the importance of fine-grained argumentative annotations for argumentative writing assessment and encourage multi-dimensional argument analysis.

This paper introduces the Chinese Essay Argument Mining Corpus (CEAMC), a manually annotated dataset designed for argument component classification on multiple levels of granularity. Existing argument component types in education remain simplistic and isolated, failing to encapsulate the complete argument information. Originating from authentic examination settings, CEAMC categorizes argument components into 4 coarse-grained and 10 fine-grained delineations, surpassing previous simple representations to capture the subtle nuances of argumentation in the real world, thus meeting the needs of complex and diverse argumentative scenarios. Our contributions include the development of CEAMC, the establishment of baselines for further research, and a thorough exploration of the performance of Large Language Models (LLMs) on CEAMC. The results indicate that our CEAMC can serve as a challenging benchmark for the development of argument analysis in education.