Academic literature on the topic 'Argumentative'
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Journal articles on the topic "Argumentative"
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Graeff, Telisa Furlanetto, and Lauro Gomes. "A relação semântica entre linguagem verbal e não verbal em tiras, com base na semântica argumentativa (The semantic relation between verbal and nonverbal language in comic strips based on the argumentative semantics)." Estudos da Língua(gem) 13, no. 1 (June 30, 2015): 47. http://dx.doi.org/10.22481/el.v13i1.1278.
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Com base em princípios e conceitos da Teoria Argumentativa da Polifonia, este trabalho propõe-se verificar se a relação de sentido existente entre linguagem verbal e não verbal, no gênero textual tira, é comandada pelo linguístico. Para tanto, construiu-se, a partir dos enunciados de duas tiras, as matrizes de sentido que compreendem o conteúdo argumentativo, a atitude do locutor frente ao conteúdo e a pessoa responsável pelo conteúdo. Verificou-se que o sentido dos quadrinhos que contêm apenas linguagem não verbal está previsto na linguagem verbal, pela sua relação com os aspectos argumentativos do bloco semântico que a linguagem verbal permite evocar.PALAVRAS-CHAVE: Argumentação. Enunciação. Linguagem verbal. Linguagem não verbal.
ABSTRACTBased on principles and concepts especially of the Argumentative Theory of Polyphony, this study aims to verify if the meaning relation between verbal and nonverbal language, in the comic strip textual genre, is controlled by the linguistic. For that, there has been built up, in two comic strips, the matrix of sense of the utterances which comprises the argumentative content, the speaker’s attitude about the content and the person who is responsible for the content. It could be verified that the meaning of the comic strips that contain only nonverbal language is foreseen in the verbal language, by its relation with the argumentative aspects of the semantic block which the verbal language allows to evoke. KEYWORDS: Argumentation. Enunciation. Verbal language. Nonverbal language.
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Inácio, Daniele Alves. "A polifonia e os princípios argumentativos subjacentes ao discurso indígena Guarani." Cadernos do IL 1, no. 36 (March 6, 2008): 24–35. http://dx.doi.org/10.22456/2236-6385.18909.
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Este artigo tem como objetivo evidenciar os princípios argumentativos subjacentes aodiscurso indígena guarani. Para tanto, sustenta-se teoricamente na perspectiva da Teoria daArgumentação na Língua, desenvolvida por Ducrot (1984, 1988, 1989) e Anscombre e Ducrot (1995). Ocorpus utilizado na análise está constituído pela narrativa oral de um adulto indígena guarani falante doguarani e do português do Brasil. A análise dos dados aponta para o fato de que o informante utiliza osprincípios argumentativos ligados especificamente à comunidade indígena subjacentes às perspectivasenunciativas apresentadas em seus enunciados, orientando o locutor para determinadas conclusões.Também evidenciamos que as diferentes vozes presentes do discurso indígena guarani do informantereiteram alguns topoi, o que confere maior força argumentativa aos enunciados em que intervêm.PALAVRAS-CHAVE: Enunciação – Polifonia – Princípio Argumentativo RÉSUMÉ: Cet article vise à mettre en évidence les principes argumentatifs sous-jacents au discoursindigène guarani. Pour cela, on se base théoriquement sur la perspective de la Théorie del'argumentation dans la langue, développée par Ducrot (1984, 1988, 1989) et par Anscombre et Ducrot(1995). Le corpus utilisé pour l'analyse est constitué par le récit oral d'un parlant adulte indigèneguarani qui parle le guarani et le portugais du Brésil. L'analyse des donnés indique que l'informateurutilise les principes argumentatifs liés spécifiquement à la communauté indigène, sous-jacents auxperspectives enonciatives présentés dans ses énoncés, orientant le locuteur vers certaines conclusions.Nous avons aussi remarqué que les différentes voix présentes dans le discours de l'informateur réitérentcertains topoi, ce qui donne plus de force argumentative aux énoncés où il intervient.MOTS-CLÉS: Énonciation – Polyphonie – Principe Argumentatif
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Hassan, Raad Ahmed, and Lubna Hussein Salman. "The Argumentative Elements Of Discours In The Plague For Albert Camus Les éléments argumentatifs dans le discours de La Peste d’Albert Camus." Journal of the College of languages, no. 45 (January 2, 2022): 150–60. http://dx.doi.org/10.36586/jcl.2.2022.0.45.0150.
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Argumentation is not a contemporary, yet a deep rooted intellectual phenomenon dates back to Romans and Greeks times. The argumentative elements ,the author is trying to convey to the reader, are linguistic procedures aim at persuading and being persuaded of what is true. The present study traces, through Camus’ novel The plague, the best method to construct argumentative techniques used to express the author’s deep philosophies. Résumé L’argumentation n’est pas un phénomène intellectuel nouveau, ses origines reviennent aux savants grecs et romains. Elle est une activité langagière ayant pour objectif de justifier un raisonnement en vue de persuader et convaincre l’autre. Cette argumentation est au centre des discours. Camus essaye juste de transmettre d’une manière argumentative un message au lecteur. C’est cette constatation qui sera l’objet de ce présent travail dans lequel nous allons savoir comment se construit le discours philosophique et argumentatif à travers le roman intitulé La Peste. Ensuite nous allons analyser les éléments argumentatifs que Camus met en scène pour transmettre sa philosophie à son lecteur.
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Fonseca Guerra, Odalis, Belkis Rosa Cabrera Vázquez, and Luisa María Vázquez Pérez. "El texto argumentativo, su construcción y potencialidades para el desarrollo de la comunicación." Revista Cognosis 7, no. 2 (June 27, 2022): 01–12. http://dx.doi.org/10.33936/cognosis.v7i2.4817.
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El presente artículo se deriva de una tesis de maestría dirigida a favorecer la construcción de textos argumentativos escritos. A partir del estudio y análisis de la superestructura esquemática y de los recursos lingüísticos que rigen en el texto argumentativo, las autoras ofrecen indicadores generales para la construcción y evaluación de esta tipología textual. PALABRAS CLAVE: construcción de textos; texto argumentativo; superestructura esquemática; recursos lingüísticos; indicadores. The argumentative text, its construction, and potentialities for the development of communication ABSTRACT The present article is derived from a mastership thesis directed to favor the building of written argumentative texts. Through the study and analysis of the schematic superstructure and the linguistic resources that rule in the argumentative text, the authoresses offer general indicators for the construction and evaluation of this textual typology. KEYWORDS: text building; argumentative text; schematic superstructure; linguistic resources; indicators.
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Brossais, Emmanuelle, Nathalie Panissal, and Claudine Garcia-Debanc. "Analyses plurielles d’un débat entre élèves. Émergence d’une méthode d’analyse thématico-argumentative." Cahiers de recherche sociologique, no. 54 (July 24, 2014): 113–40. http://dx.doi.org/10.7202/1025995ar.
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Quelles méthodes d’analyse de discours permettent de rendre compte de pratiques dialogales argumentatives orales ? Le corpus analysé est un débat entre élèves de quatrième année de l’enseignement secondaire français, provoqué dans le cadre d’une ingénierie d’éducation citoyenne aux nanotechnologies. La confrontation de cadres théoriques en didactique des Questions Socialement Vives (QSV), en Sciences du Langage et en didactique du français langue première, nous amène à proposer une étude d’un débat argumenté entre élèves sur des QSV relatives aux nanotechnologies. Nous présentons l’intérêt et les limites d’une analyse thématique de contenu (Bardin, 1977) et d’une analyse du discours argumentatif (Plantin, 1996). Nous proposons une méthode d’analyse inédite des interactions langagières orales, baptisée analyse thématico-argumentative. Elle permet d’étudier les thèmes dans la dynamique temporelle du déroulement du débat et de rendre compte de l’orientation argumentative des énoncés. Elle se réfère à de nouveaux concepts pour rendre compte des moments argumentatifs.
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Xavier, Gisele Pereira De Oliveira, and Marcelo Almeida Bairral. "FÓRUM DE DISCUSSÃO ONLINE: experiências e formação continuada em matemática." Cadernos de Pesquisa 24, no. 1 (May 24, 2017): 101. http://dx.doi.org/10.18764/2178-2229.v24n1p101-113.
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O objetivo deste artigo é elucidar reflexões de experiências docentes que podem ser encontradas em interações argumentativas em fóruns de discussão online. Os dados foram coletados em um fórum para formação continuada em Matemática de professores da rede estadual que atuavam na EJA no 1º semestre de 2014. A análise evidencia o potencial argumentativo que as interações estabelecidas na reflexão online podem trazer para a aprendizagem dos envolvidos. Particularmente, reflexões de cunho argumentativo têm se mostrado um campo discursivo fértil para socialização e aprimoramento de práticas e experiências profissionais. Reconhecer singularidades discursivas nas interações é importante, inclusive, na construção de estratégias para manter a cumplicidade do coletivo profissional. Palavras-chave: Fórum de discussão. Formação continuada. Matemática. Interações online.DISCUSSION FORUM ONLINE: experience and continued training in mathematics.Abstract: The aim of this paper is to elucidate reflections of teaching experiences that can be found in argumentative interactions in online discussion forums. Data were collected on a forum for in service mathematics teachers who worked with youth and adult education in the first semester of 2014 in state schools. The analysis highlights the potential of argumentative interactions established in the online reflection and it importance for the learning of the participants. Particularly argumentative reflections have shown a fertile discursive field for socialization and improvement of practices and professional experiences. To recognize discursive singularities in online interactions is important, even in the construction of strategies to keep the complicity of the professional collective.Keywords: Discussion forum. In service teacher education. Mathematics. Online interactions. FORO DE DISCUSIÓN EN LÍNEA: experiencias y formación contínua en matemáticas. Resumen: El objetivo de este trabajo es presentar reflexiones de experiencias de enseñanza que se pueden encontrar en las interacciones argumentativos en los foros de discusión en línea. Los datos se recogieron en un foro para la formación continua de profesores de matemáticas que actuaron en la educación de jóvenes y adultos en el primero semestre de 2014 en escuelas estatales. El análisis pone de relieve el potencial que las interacciones argumentativas establecidas en la reflexión en línea pueden traer al aprendizaje de los involucrados. En particular, la naturaleza argumentativa de las reflexiones ha demostrado ser un campo discursivo fértil para la socialización y la mejoría de las prácticas y experiencias profesionales. Reconocer singularidades en las interacciones discursivas es importante, incluso para la construcción de estrategias para mantener la complicidad del colectivo profesional.Palabras clave: Foro de discusión. Educación continua. Matemática. Interacciones en línea.
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Lewinski, Marcin. "Speech Act Pluralism in Argumentative Polylogues." Informal Logic 41, no. 3 (September 9, 2021): 421–51. http://dx.doi.org/10.22329/il.v41i3.6855.
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I challenge two key assumptions of speech act theory, as applied to argumentation: illocutionary monism, grounded in the idea each utterance has only one (primary) illocutionary force, and the dyadic reduction, which models interaction as a dyadic affair between only two agents (speaker-hearer, proponentopponent). I show how major contributions to speech act inspired study of argumentation adhere to these assumptions even as illocutionary pluralism in argumentative polylogues is a significant empirical fact in need of theoretical attention. I demonstrate this with two examples where arguers interacting with multiple persons convey plural, argumentatively relevant illocutionary forces. Understanding illocutionary pluralism in argumentative polylogues also affords a better account of fallacious and manipulative discourse.
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López Trujillo, Martha Inés, Fuensanta Hernández Pina, and María Teresa Caro Valverde. "Análisis microetnográfico sobre el desarrollo lectoescritor del comentario argumentativo de textos en estudiantes de Medicina de la Universidad El Bosque." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 61–84. http://dx.doi.org/10.6018/educatio.460441.
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Esta investigación presenta como objetivo el análisis etnográfico de las prácticas discentes y docentes vinculadas al desarrollo innovador de la lectura y el comentario argumentativo de textos multimodales en estudiantes de la asignatura Lectura, Escritura y Argumentación (LEA), de la Facultad de Medicina de la Universidad El Bosque (Bogotá). Desde un enfoque constructivista, se ha aplicado una metodología mixta, con énfasis en el componente microetnográfico, en el contexto del aula, por medio de encuesta de autopercepción lectora y de prueba de lectura construida ad hoc para caracterizar al grupo de estudiantes objeto de esta investigación. Como complemento a lo anterior, se ha realizado observación en el aula con registro en el diario de campo, así como entrevistas al decano de la Facultad, a los discentes y a los docentes. El análisis de los comentarios con rúbrica de evaluación y con el programa Nvivo, así como la triangulación de todos los datos recogidos, han puesto de manifiesto las diferencias y deficiencias en la comprensión lectora y la escritura de los estudiantes en los comentarios argumentativos. Igualmente, se ha comprobado la relación determinante que tales competencias comunicativas ejercen sobre la capacidad argumentativa. Como consecuencia, se propone el reto didáctico de mejorar el comentario argumentativo de textos multimodales con estrategias intertextuales útiles para desarrollar las competencias comunicativas y fortalecer la formación biopsicosocial y cultural de los futuros médicos From an ethnographic perspective, this study aims to explore (i) the learning and teaching practices that are linked to the innovative development of reading; and (ii) the argumentative commentary of multimodal texts produced by students enrolled in the Reading, Writing and Argumentation subject (LEA for its abbreviation in Spanish), at the School of Medicine of Universidad El Bosque (Bogotá). From a constructivist approach, a mixed methodology was applied, with a focus on the microethnographic component, within a classroom context, through a self-perception reading survey, and a constructed ad hoc reading test to characterize the group of students. Besides, class observations were included in a field diary and interviews conducted with the dean of the School, the students and the lecturers. The analysis of comments with an evaluation rubric and the Nvivo program, as well as the triangulation of all the collected data, revealed differences and deficiencies in students’ reading comprehension and argumentative writings. Likewise, the relationship that such communicative competence exert on the students’ argumentative capacity was verified. As a consequence, the didactic challenge of improving the argumentative commentary of multimodal texts with useful intertextual strategies is proposed as a way to develop communication skills and strengthen the biopsychosocial and cultural training of future doctors.
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Nasihah, Durotun, and Sonny Elfiyanto. "ARGUMENTATIVE WRITING CONSTRUCTION OF EFL WRITING CLASS THROUGH DECLARATIVE SPEECH ACTS APPROACH." IJEE (Indonesian Journal of English Education) 9, no. 2 (December 29, 2022): 192–210. http://dx.doi.org/10.15408/ijee.v9i2.28522.
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ABSTRACTThis study investigates how Indonesian undergraduate EFL students construct argumentative essays through critical discussion using Declarative speech acts and pragmatic approaches. This study employed a qualitative research method. The data consist of argumentative essays authored by undergraduate students majoring in English at a private university in Indonesia (N=34). Students worked in pairs to discuss a controversial topic, separated into protagonist and antagonist groups. The analysis showed that students used four steps of argumentation: confrontation, opening, argumentation, and conclusion. Most students used confrontation and opening stages in the introduction, argumentation stage in developing a paragraph, and end with a conclusion. To understand the purpose of argumentation, the students used four types of speech acts, which have different functions: assertive, commissive, declarative, and directive speeches. Implementing the declarative speech acts theory helps the students comprehend argumentative writing and trains them to have good critical thinking in resolving different opinions. ABSTRAKPenelitian ini mengkaji bagaimana siswa EFL Indonesia menuliskan esai argumentatif melalui diskusi kritis dengan menggunakan pendekatan pragma-dialektika Van Eemeren dan Grootendorst (1970) dan pragmatis Searle (1969). Penelitian ini menggunakan metode kualitatif. Data berasal dari esai argumentatif semester ketiga yang ditulis oleh mahasiswa Indonesia di jurusan bahasa Inggris. Tiga puluh empat siswa di kelas menulis mendiskusikan topik yang berbeda. Siswa bekerja berpasangan untuk mendiskusikan topik kontroversial, dipisahkan menjadi kelompok protagonis dan antagonis. Analisis mengklaim bahwa siswa menggunakan empat langkah argumentasi: konfrontasi, pembukaan, argumentasi, dan kesimpulan. Penelitian ini menemukan bahwa sebagian besar siswa menggunakan tahap konfrontasi dan pembukaan dalam pendahuluan, tahap argumentasi dalam mengembangkan paragraf, dan diakhiri dengan kesimpulan. Untuk mengetahui tujuan penggunaan argumentasi, siswa menggunakan empat tindak tutur, yang memiliki fungsi berbeda: asertif, komisif, deklaratif, dan direktif. Menerapkan teori pragma-dialektika membantu siswa memahami tulisan argumentatif dan melatih mereka untuk memiliki pemikiran kritis yang baik dalam menyelesaikan pendapat yang berbeda.How to Cite: Nasihah, D., Elfiyanto, S. (2022). Argumentative Writing Construction of EFL Writing Class Through Declarative Speech Acts Approach. IJEE (Indonesian Journal of English Education), 9(2), 192-210. doi:10.15408/ijee.v9i2.28522
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Barbaud, Philippe. "L’opérateur de restriction ne… que et l’argumentation." Revue québécoise de linguistique 15, no. 1 (May 27, 2009): 153–70. http://dx.doi.org/10.7202/602552ar.
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Résumé La double particule ne… que qui marque la restriction en français standard est souvent utilisée à des fins argumentatives. L’auteur soumet l’analyse de cet opérateur à la concurrence de deux théories, celle des échelles argumentatives d’Oswald Ducrot et celle des échelles pragmatiques de Gilles Fauconnier. Il ressort de cette confrontation que si l’on impute à ne… que un pouvoir argumentatif, c’est en vertu de l’implication pragmatique d’appartenance véhiculée par cet opérateur et non en vertu d’une propriété argumentative inhérente à son interprétation sémantique.
Dissertations / Theses on the topic "Argumentative"
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Declercq, Gilles. "Rhétorique et argumentation : essai d'analyse argumentative du texte littéraire." Paris 4, 1992. http://www.theses.fr/1992PA040206.
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Première école antique de l'argumentation,la rhétorique est une réflexion finalisée sur l'art de persuader par le discours,une techne donnant à l'orateur,étape par étape,les moyens de construire un discours capable de persuader son auditoire. Le premier but de ce travail est de reconstituer une théorie rhétorique de l'argumentation,à partir des concepts fondamentaux de la 'Rhétorique' d'Aristote. Celui-ci fonde en effet une rhétorique du vraisemblable,ou méthode d'argumentation en langage naturel. Sont ainsi successivement examinés les rapports de l'argumentation à la Preuve (problématique logique),aux Valeurs (problématique éthique et topique) et aux Formes (problématique esthétique). La visée méthodologique de cette enquête détermine le second but de la recherche : éprouver la pertinence méthodologique de l'analyse argumentative du texte littéraire. Une première série d'analyses illustrative s'appuie sur la fonction mimétique de la littérature. Une seconde série d'analyses interprétative s'interroge sur l'effet de structuration de la littérature par l'argumentation. Ces deux perspectives mettent en évidence la double fonction de l'argumentation : à partir d'une théorie argumentative fonder une méthode d'analyse du texte littéraire mais aussi,par cette même analyse proposer un apprentissage de l'argumentation dans l'observation rigoureuse du texte littéraire. La littérature voit alors se réconcilier ses fonctions culturelle et sociale,et l'enseignement littéraire,réinscrit dans l'édifice rhétorique,retrouve sa place à part entière dans la cité. Tel est l'enjeu de ce travail : définir l'argumentation comme un trait d'union essentiel entre rhétorique et littératureFirst school of argumentation in antiquity,rhetoric is a practical reflection in the art of persuasion by speaking,a techne providing the orator,step by step,with tools for building a persuasive speech. .
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BARRETO, Enilda Cabral. "Estudo da competência argumentativa de alunos do Ensino Fundamental." Universidade Federal de Campina Grande, 2008. http://dspace.sti.ufcg.edu.br:8080/jspui/handle/riufcg/1665.
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Este trabalho objetivou analisar a manifestação da argumentação nas produções orais e escritas dos alunos, por intermédio de uma ação metodológica, através da interpretação do impacto do conjunto de atividades organizadas e aplicadas pela professora na sala de aula (DOLZ, NOVERRAZ & SCHNEUWLY, 2004). Assim, de modo específico, pretendeu-se investigar o uso dos operadores argumentativos na produção de argumentos em artigos de opinião escritos por alunos do 9º ano e analisar o impacto da ação metodológica da professora no exercício da competência argumentativa nas produções orais (interação) e escritas dos alunos. As questões postas foram: Como se manifesta a competência argumentativa dos alunos nas suas produções escritas? E que estratégias metodológicas desenvolvidas na seqüência didática contribuíram para o desenvolvimento da competência argumentativa manifestada? Os resultados da pesquisa mostram que os alunos têm consciência da necessidade de apresentar argumentos para a defesa de um ponto de vista nas modalidades oral e escrita. Todavia, tal consciência, por si só, não responde pelas produções ditas “bem feitas,” que a escola exige desses alunos. O ensino sistematizado, organizado em torno de uma seqüência didática, sobre o estudo da argumentação, voltado para as necessidades específicas dos alunos, foi capaz de evidenciar melhorias significativas nas produções argumentativas deles. Assim, constatamos que o desenvolvimento da competência argumentativa dos alunos demonstrado na sala de aula, durante a interação, bem como nas produções escritas, recebeu influência direta das ações metodológicas da professora visto que o tratamento dado a tal objeto de estudo promoveu contribuições teóricas acerca do objeto contemplado, uma vez que se amadureceu em torno da aprendizagem dos alunos.
This work objectived to analyze the demonstration of argumentation in the oral and written students’ productions, through methodological action, through interpretation of the impact of the collection of the organized and applied activities by teacher in the classroom (DOLZ, NOVERRAZ & SCHNEUWLY, 2004). So, in a specific way, we intended to investigate the use of the argumentative operators in the productions of the arguments in opinion articles written by students in 9th year and to analyze the impact of the teacher’s methodological action in the exercise of the argumentative competence in students’ oral and written productions. The raised questions were: How demonstrate students´ argumentative competence in their written productions? And what methodologies strategy developed in the educational sequence contributed for the development of argumentative competence demonstrated? The results of the research show that the students have conscience of the necessity to present arguments for defense of a point of view in oral and written modalities. However, such conscience, for itself, doesn’t answer for productions said as “well done” that school demands from these students. The systematized teaching, organized around an educational sequence about the study of the argumentation, returned for the students specific necessities, was able to evidence significant improvements in students´ argumentative productions. So, we noticed that development students´ argumentative competence demonstrated in the classroom, during the interaction, as well as in written productions, received direct influence from teacher’s methodological actions since the treatment given to such object of study, promoted theoretical contributions about the contemplated object, since matured around student’s learning.
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Ribeiro, Tatiane Silva. "Operadores argumentativos como construtores de sentido em editoriais de O Globo." Universidade do Estado do Rio de Janeiro, 2013. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5349.
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Esta pesquisa propõe um estudo do gênero editorial, entendido como um artigo que expressa o posicionamento da empresa jornalística frente aos assuntos que circulam na sociedade. Observaremos que o pensamento da empresa é reforçado por meio do uso de mecanismos argumentativos que podem passar despercebidos, mas que são essenciais para fundamentar a posição do jornal, nos fazendo acreditar que apesar de sua roupagem informativa, ou seja, a simples emissão de um fato, tem a intenção de levar o leitor a compartilhar o mesmo ponto de vista. Abordaremos as principais características do jornalismo, privilegiando o conceito de ideologia e a função que ele teve no passado para compreender o presente. Enfatizaremos que a argumentação está entrelaçada ao ser humano, visto que toda língua possui, em sua gramática, mecanismos que permitem indicar a orientação argumentativa dos enunciados, o que pode direcionar o seu sentido. A análise foi constituída com base no estudo dos operadores argumentativos, levando em consideração, obviamente, que o processo de construção de sentido de um texto envolve também compreender o momento sócio-histórico para se chegar ao propósito comunicativo do autor. Todo texto possui uma finalidade e compreender esse fenômeno é extremamente benéfico, pois significa desenvolver uma consciência cidadã. Os gêneros que fazem parte do dia a dia como editoriais, crônicas, carta comercial, resenha entre outros, são imprescindíveis para que o público leitor tenha um olhar crítico, ressaltando-se sempre que o conhecimento de mundo e, principalmente, da língua materna contribuirá para que esse propósito seja alcançadoThis research proposes a study of the editorial genre seen as an article that expresses the company's position facing journalistic issues that circulate in society. We will observe that the company's thinking is reinforced through the use of argumentative mechanisms, which may go "unnoticed", but are essential to establish the position of the newspaper, making us believe that, despite the "informative guise", that is, the simple emission of a fact, it intends to lead the reader to sharing the same point of view. We will discuss the main characteristics of journalism, emphasizing the concept of ideology and the function of it in the past to understand the present. We will also emphasize that the argument is intertwined to humans, since every language pursues, in its grammar, mechanisms to indicate the orientation of argumentative statements, which can target their meaning. The analysis was made based on the study of argumentative operators, taking into account, of course, that the process of constructing meaning from a text also involves understanding the socio-historical moment to understand the authors communicative purpose. Every text has a purpose and understanding this phenomenon is extremely beneficial because it means developing a social consciousness. The genres that are part of everyday life, such as editorials, chronicles, commercial letters and digests are indispensable in order to have critical readers, always emphasizing that knowledge of the world and, especially, of the native language, contribute to the achievement of this purpose
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Perret, Jérémy. "Parsing dialogue and argumentative structures." Thesis, Toulouse 3, 2016. http://www.theses.fr/2016TOU30350/document.
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Le présent manuscrit présente de nouvelles techniques d'extraction des structures : du dialogue de groupe, d'une part; de textes argumentatifs, d'autre part. Déceler la structure de longs textes et de conversations est une étape cruciale afin de reconstruire leur signification sous-jacente. La difficulté de cette tâche est largement reconnue, sachant que le discours est une description de haut niveau du langage, et que le dialogue de groupe inclut de nombreux phénomènes linguistiques complexes. Historiquement, la représentation du discours a fortement évolué, partant de relations locales, formant des collections non-structurées, vers des arbres, puis des graphes contraints. Nos travaux utilisent ce dernier paradigme, via la Théorie de Représentation du Discours Segmenté. Notre recherche se base sur un corpus annoté de discussions en ligne en anglais, issues du jeu de société Les Colons de Catane. De par la nature stratégique des conversations, et la liberté que permet le format électronique des discussions, ces dialogues contiennent des Unités Discursives Complexes, des fils de discussion intriqués, parmi d'autres propriétés que la littérature actuelle sur l'analyse du discours ignore en général. Nous discutons de deux investigations liées à notre corpus. La première étend la définition de la contrainte de la frontière droite, une formalisation de certains principes de cohérence de la structure du discours, pour l'adapter au dialogue de groupe. La seconde fait la démonstration d'un processus d'extraction de données permettant à un joueur artificiel des Colons d'obtenir un avantage stratégique en déduisant les possessions de ses adversaires à partir de leurs négociations. Nous proposons de nouvelles méthodes d'analyse du dialogue, utilisant conjointement apprentissage automatisé, algorithmes de graphes et optimisation linéaire afin de produire des structures riches et expressives, avec une précision supérieure comparée aux efforts existants. Nous décrivons notre méthode d'analyse du discours par contraintes, d'abord sur des arbres en employant la construction d'un arbre couvrant maximal, puis sur des graphes orientés acycliques en utilisant la programmation linéaire par entiers avec une collection de contraintes originales. Nous appliquons enfin ces méthodes sur les structures de l'argumentation, avec un corpus de textes en anglais et en allemand, parallèlement annotés avec deux structures du discours et une argumentative. Nous comparons les trois couches d'annotation et expérimentons sur l'analyse de l'argumentation, obtenant de meilleurs résultats, relativement à des travaux similairesThis work presents novel techniques for parsing the structures of multi-party dialogue and argumentative texts. Finding the structure of extended texts and conversations is a critical step towards the extraction of their underlying meaning. The task is notoriously hard, as discourse is a high-level description of language, and multi-party dialogue involves many complex linguistic phenomena. Historically, representation of discourse moved from local relationships, forming unstructured collections, towards trees, then constrained graphs. Our work uses the latter framework, through Segmented Discourse Representation Theory. We base our research on a annotated corpus of English chats from the board game The Settlers of Catan. Per the strategic nature of the conversation and the freedom of online chat, these dialogues exhibit complex discourse units, interwoven threads, among other features which are mostly overlooked by the current parsing literature. We discuss two corpus-related experiments. The first expands the definition of the Right Frontier Constraint, a formalization of discourse coherence principles, to adapt it to multi-party dialogue. The second demonstrates a data extraction process giving a strategic advantage to an artificial player of Settlers by inferring its opponents' assets from chat negotiations. We propose new methods to parse dialogue, using jointly machine learning, graph algorithms and linear optimization, to produce rich and expressive structures with greater accuracy than previous attempts. We describe our method of constrained discourse parsing, first on trees using the Maximum Spanning Tree algorithm, then on directed acyclic graphs using Integer Linear Programming with a number of original constraints. We finally apply these methods to argumentative structures, on a corpus of English and German texts, jointly annotated in two discourse representation frameworks and one argumentative. We compare the three annotation layers, and experiment on argumentative parsing, achieving better performance than similar works
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Bezerra, Iray Almeida. "As teorias argumentativas subjacentes em propostas de produÃÃo de textos em livros didÃticos de lÃngua portuguesa do ensino mÃdio." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16785.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorO uso de textos argumentativos cresceu muito, hoje, tanto em vestibulares, concursos e, mais notadamente, na redaÃÃo do Enem, que exige um texto dissertativo-argumentativo. Dada a importÃncia desse tipo de texto para a formaÃÃo de cidadÃos crÃticos e que saibam expressar pontos de vista sobre assuntos polÃmicos, faz-se, cada vez mais, atenÃÃo quanto à formulaÃÃo da argumentaÃÃo. Em vista disso, esta pesquisa tem como foco o estudo da argumentaÃÃo nos livros didÃticos, para o que se vale da perspectiva de Perelman e Olbrechts-Tyteca (2005), e a SequÃncia Argumentativa, de Adam (1992, 2008), com o objetivo de investigar quais teorias argumentativas estÃo subjacentes Ãs propostas de produÃÃo de texto encontradas nos gÃneros argumentativos em livros didÃticos do Ensino MÃdio analisados. Para selecionarmos os gÃneros argumentativos nas trÃs coleÃÃes de LÃngua Portuguesa direcionadas ao ensino mÃdio e 37 propostas de produÃÃo de texto selecionadas baseadas em propostas do Enem e na redaÃÃo escolar, pautamo-nos em Dolz, Noverraz e Schneully (2004). Assim, por meio da anÃlise das propostas, verificamos que a maioria das produÃÃes de texto sÃo exploradas seguindo os critÃrios da SequÃncia Argumentativa, como defende Adam, porÃm, as estratÃgias argumentativas, como propÃe a Nova RetÃrica, passa ao largo. Os resultados nos permitem concluir que, nesse tema, o avanÃo teÃrico aliado à prÃtica ainda à âtÃmidoâ, logo, os professores devem ficar atentos para complementar com as informaÃÃes necessÃrias à construÃÃo do texto argumentativo ou dissertativo-argumentativo, como quer o gÃnero redaÃÃo escolar e a proposta do Enem.
The use of argumentative texts has grown today, both in vestibular, contests and, most notably, in the writing of Enem, which requires a dissertative-argumentative text. Given the importance of this type of text to the formation of critical citizens and able to express views on controversial issues, it is, more and more attention on the formulation of the argument. As a result, this research focuses on the study of argument in textbooks, for what is worth the prospect of Perelman and Olbrechts-Tyteca (2005), and the Argumentative Sequence, of Adam (1992, 2008), in order to investigate argumentative theories which underlie text production proposals found in the argumentative genres in textbooks for high school analyzed. Select for the argumentative genres in three collections of Portuguese Language directed to high school and 37 texts production proposals selected based on Enem proposals and school essay, we support us in Dolz, Noverraz and Schneully (2004). Thus, by analyzing the proposals, we find that most of the text productions are explored following the criteria of Argumentative Sequence, as Adam defends, however, the argumentative strategies, as proposed by the New Rhetoric, passes off. It follows that, on this issue, the theoretical allied advance the practice is still "shy", so teachers should be alert to complement with the necessary information for the construction of argumentative or dissertative-argumentative text, whatever school essay and the proposal on Enem.
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AMARAL, Stefânio Ramalho do. "Estratégias argumentativas de universitários: estudo comparativo de três práticas pedagógicas." Universidade Federal de Pernambuco, 2016. https://repositorio.ufpe.br/handle/123456789/18864.
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Este estudo teve objetivo de investigar possíveis diferenças no raciocínio argumentativo de estudantes universitários que passaram por três diferentes práticas pedagógicas. O raciocínio argumentativo é compreendido como uma atividade fundamentalmente metacognitiva, realizada através de estratégias como justificação de ideias, antecipação de perspectivas alternativas e contrárias, e réplica a perspectivas divergentes (KUHN, 1991). A especificidade analítica consistiu na comparação de estratégias argumentativas exibidas pelos participantes na reflexão sobre assuntos quotidianos e controversos. A partir de adaptações do roteiro de entrevista proposto por Kuhn (1991), foram realizadas entrevistas semiestruturadas individuais sobre dois tópicos quotidianos, sociais e polemizáveis, sobre os quais os participantes poderiam elaborar suas perspectivas (teorias causais), justificá-las usando evidências, antecipar possíveis teorias alternativas e contra-argumentos, e replicar a estas perspectivas divergentes. Participaram do estudo 15 indivíduos, distribuídos em três grupos, de acordo com as disciplinas cursadas: seis estudantes de uma disciplina que foca a argumentação como mediadora para ensino-aprendizagem de conteúdos curriculares de psicologia, quatro estudantes de uma disciplina introdutória à lógica e cinco estudantes de um terceiro curso de humanidades, o qual não possui regularmente em sua estrutura curricular práticas com foco específico no raciocínio de estudantes. Os dados foram analisados em dois níveis: identificação, no conjunto de dados, das categorias propostas por Kuhn (1991), e comparação dos grupos quanto a possíveis diferenças nas estratégias argumentativas exibidas pelos participantes na reflexão sobre os tópicos propostos. As análises mostraram que a inserção em disciplinas focadas na melhoria do raciocínio (DIP e DIL) mobiliza no indivíduo uma tendência a refletir sobre os fundamentos (através da elaboração de evidências) e limites de suas ideias (antecipando contra-argumentos e teorias alternativas). Discute-se que fatores como motivação, falta de preparo prévio e conceituações acerca do objetivo central da argumentação (defesa do próprio ponto de vista e consideração de perspectivas alternativas) podem explicar o limitado desempenho observado em algumas competências.
This study aims to investigate possible differences in argumentative reasoning of university students who have gone through three different pedagogical experiences. The argumentative reasoning is understood as a fundamentally metacognitive activity held through strategies such as justification of ideas, anticipation of alternative and opposing perspectives, and rebuttal of divergent perspectives (KUHN, 1991). The analytical specificity of this study consists on comparison of argumentative strategies that appear as one thinks about everyday and controversial topics. The method was based in adaptations of the interview script proposed by Kuhn (1991), that is, individual semi-structured interviews about two common, social and controversial topics in which participants should develop their perspectives (causal theories), justify them using evidence, anticipate alternative theories and counter-arguments, and rebuttal these divergent perspectives. The study included 15 participants divided into three groups according to the subjects they studied: six students of a course that focuses on the argument as a mediator of teaching and learning of contents from psychology curriculum (DIP), four students of Introduction to Logic (DIL), five students of another humanities course which does not focus on the development of the reasoning. The data were analyzed in two levels: analysis in order to identify the set of the data collected among the categories proposed by Kuhn (1991), and compare possible differences in argumentative strategies displayed by the participants in the debate on the proposed topics. The analysis showed that the inclusion of disciplines that focused on the improvement of reasoning (DIP and DIL) mobilizes in the individual a tendency to think about the grounds (through the development of evidence) and limits of their ideas (anticipating counter-arguments and alternative theories). So this study argues that factors such as motivation, lack of prior preparation and concepts about the main objective of the argument (defense's own point of view and consideration of alternative perspectives) can explain the weak performance observed in some skills.
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Tirkkonen-Condit, Sonja. "Argumentative text structure and translation." Jyväskylä : University of Jyväskylä, 1985. http://catalog.hathitrust.org/api/volumes/oclc/13332106.html.
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Mercier, Hugo. "La théorie argumentative du raisonnement." Phd thesis, Ecole pratique des hautes études - EPHE PARIS, 2009. http://tel.archives-ouvertes.fr/tel-00396731.
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Habituellement, le raisonnement est conçu comme un mécanisme permettant d'améliorer la qualité de nos connaissances, d'en acquérir de nouvelles, ou de prendre de meilleures décisions. L'objet de cette thèse est de défendre une autre théorie du raisonnement selon laquelle il a pour fonction d'évaluer des raisons afin de déterminer si elles feront de bons arguments, ou pour juger de la qualité d'un argument qui nous est présenté. En d'autres termes, la fonction du raisonnement est argumentative. Après avoir présenté un argument défendant la plausibilité évolutionniste de cette théorie, des conséquences en sont tirées pour le fonctionnement du raisonnement. Ces prédictions sont ensuite évaluées à l'aune de la littérature en psychologie du raisonnement, psychologie sociale et psychologie de la prise de décision. Le premier argument concerne les performances du raisonnement, qui sont bien supérieures en contexte argumentatif qu'en contexte abstrait. Le raisonnement montre également un fort biais de confirmation, ce qui est normal pour une capacité argumentative, mais étrange pour une vision classique du raisonnement. Le raisonnement est souvent utilisé uniquement pour justifier une croyance déjà établie. Il peut alors avoir des conséquences épistémiques fâcheuses (persévérance ou polarisation des croyances) achetées au prix de la possibilité de se justifier. Finalement, lorsque le raisonnement guide nos choix, il nous oriente vers une option facile à justifier plutôt que vers une meilleure solution.
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Braaksma, Martine Anne Henriëtte. "Observational learning in argumentative writing." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2002. http://dare.uva.nl/document/39582.
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Mohamed, Abdelhamid Elgayly. "L'origine des difficultés liées à l'usage des connecteurs argumentatifs «mais, et, pourtant, d'ailleurs, par ailleurs et d'autre part», par les apprenants soudanais universitaires de FLE : le cas d'étude, les apprenants de quatrième année à l'Université du Soudan de Sciences et de Technologie." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCC007.
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La présente étude vise à étudier les difficultés liées à l’emploi de certains marqueurs argumentatifs: mais, et, d’ailleurs, par ailleurs, pourtant et d’autre part, par les apprenants soudanais universitaires de FLE. Elle aborde plus précisément la problématique de l’utilisation des connecteurs argumentatifs par ces apprenants pendant leur production d’un texte argumentatif. Les données sont collectées à travers des productions écrites des apprenants en quatrième année du Département de français de la Faculté des langues de l’Université du Soudan de Science et de Technologie. L’analyse de leur écrit a pour objectif de connaître l’origine de ces difficultés en vue de proposer des solutions pour les surmonter. Le résultat obtenu a démontré que les apprenants rencontrent de sérieuses difficultés dans l’usage des connecteurs à l'écrit. Ces difficultés sont observables au niveau de la phrase composée mais aussi à celui de l'ensemble du texte dont elles affectent la cohésion et la cohérence. Pour remédier à ces problèmes, le chercheur a proposé, pour chaque connecteur étudié, un certain nombre de séquences didactiques susceptibles d'entraîner les étudiants à la maîtrise de leur emploi. La thèse donne des résultats de la mise en œuvre de ces séquences auprès des apprenants et montre qu'elles constituent une solution efficace en vue de l’acquisition de cette dimension essentielle de la technique argumentative à l'écritThis current study attempts to identify the difficulties related to the usage of certain argumentative markers: mais, et, d’ailleurs, par ailleurs, pourtant and d’autre part”, by the Sudanese students of French as a foreign language. It examines more precisely the problem regarding the usage of argumentative connectors by these students when producing anargumentative text. Data were collected through writing production of the 4th year students at the French language department, college of languages – Sudan university of Sciences and Technology. Analyzing their written production aimed to know the origin of these difficulties so as to provide remedy to them. The study results showed that learners have serious problems when using connectors in their production. This is noticeable not only at the complex sentence level but at the text as well, affecting its coherence and cohesion. Inorder to solve this problem, the researcher proposed for each connecter a number of didactic sequences susceptible to enable the students to master their usage. This thesis presents results regarding the application of the sequences on the students. It also demonstrates that these proposed sequences constitute an effective solution for the acquisition of this essential dimension of the argumentative writing technique
Books on the topic "Argumentative"
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Ducrot, Oswald. Slovenian lectures = Conférences slovènes: Argumentative semantics = sémantique argumentative. Edited by Žagar Igor Ž. Ljubljana: ISH, 1996.
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Eemeren, F. H. van, and Bart Garssen. Exploring argumentative contexts. Amsterdam: John Benjamins Pub. Co., 2012.
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Exploring argumentative contexts. Amsterdam: John Benjamins Pub. Co., 2012.
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Writing argumentative essays. 2nd ed. Upper Saddle River, N.J: Prentice Hall, 2001.
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van Eemeren, Frans H., ed. Prototypical Argumentative Patterns. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aic.11.
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van Eemeren, Frans H., and Bart Garssen, eds. Exploring Argumentative Contexts. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/aic.4.
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Writing argumentative essays. Upper Saddle River, N.J: Prentice Hall, 1998.
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van, Eemeren F. H., ed. Reconstructing argumentative discourse. Tuscaloosa: University of Alabama Press, 1993.
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Altmann, Ekkehard. Nutzwertanalyse fur argumentative Planungsprozesse. Bonn: Gesellschaft fur Mathematik und Datenverarbeitung, 1985.
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van Rees, M. Agnes. Dissociation In Argumentative Discussions. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9150-6.
Full textBook chapters on the topic "Argumentative"
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Lenders, Winfried. "Argumentative Texte." In Sprache zwischen Theorie und Technologie / Language between Theory and Technology, 149–64. Wiesbaden: Deutscher Universitätsverlag, 2003. http://dx.doi.org/10.1007/978-3-322-81289-6_13.
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Plantin, Christian. "L’interaction argumentative." In Dialoganalyse VI/1, edited by Svetla Cmejrková, Jana Hoffmannová, and Olga Müllerová, 151–60. Berlin, Boston: De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965056-015.
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Andriessen, Jerry E. B., and Baruch B. Schwarz. "Argumentative Design." In Argumentation and Education, 145–74. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-98125-3_6.
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Paglieri, Fabio. "Pandemic Communication Without Argumentative Strategy in the Digital Age: A Cautionary Tale and a Call to Arms." In The Pandemic of Argumentation, 145–61. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91017-4_8.
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AbstractThe Covid-19 pandemic has offered some notable examples of how public communication may backfire, in spite of the best intentions of the actors involved, and what role poor argumentative design plays in such failures, in the context of the current digital media ecology. In this chapter, I offer some preliminary considerations on the ongoing struggle to make sense of the new communication technologies in our media reality, analyze a concrete example of argumentative failure in anti-Covid vaccine communication in the European Union, and leverage this case study to issue a call to arms to argumentation scholars: argumentative competence is sorely needed for an effective response to the pandemic, yet argumentation theory will need to join forces with other areas of expertise to realize its societal impact. When it comes to arguments, self-isolation is not a viable strategy to fight Covid-19.
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Musi, Elena, and Andrea Rocci. "Staying Up to Date with Fact and Reason Checking: An Argumentative Analysis of Outdated News." In The Pandemic of Argumentation, 311–30. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91017-4_16.
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AbstractThis paper tackles outdated news about COVID-19 as a type of misinformation from an argumentative perspective, focusing on the fact-checker Snopes. In rapidly changing information environments the circulation of outdated news can be highly detrimental causing risky behaviors. Such type of misinformation is difficult to pin down through fact-checking since encompassing different types of contents, motivations and channels. To fully understand this phenomenon we deem necessary to move away from a naïve view of fact checking to an argumentative one. But what are the argumentative configurations of outdated statements in the context of the current information ecosystem? To answer this question we rely on the distinction between upstream and downstream argumentation to anchor the kind of issues put forward by outdated statements. We then take as a sample all the news that have been rated as “outdated” and “miscaptioned” by Snopes during the pandemic and analyse the type of source, the semantic type of news claim and the argumentative role played by the outdated information. We come up with an argumentative taxonomy of outdated news where the presence of multimodal information as well as the semantic-argumentative role played by outdated statements pattern with the spread of mis- and disinformation.
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van Eemeren, Frans H., and Bart Garssen. "Argumentation by Analogy in Stereotypical Argumentative Patterns." In Systematic Approaches to Argument by Analogy, 41–56. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06334-8_3.
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Bermejo-Luque, Lilian. "Chapter 3. Argumentative and non-argumentative rhetorical content." In Argumentation across Communities of Practice, 57–70. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aic.10.04ber.
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van Eemeren, Frans H., and Rob Grootendorst. "Analyzing Argumentative Discourse." In Argumentation Library, 487–506. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-20955-5_25.
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van Eemeren, Frans H. "Prototypical Argumentative Patterns." In Argumentation Theory: A Pragma-Dialectical Perspective, 149–68. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95381-6_9.
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Chung, Carl, and Ann-Sofie Susen. "Argumentative Handlungsfähigkeit trainieren." In Strategien der extremen Rechten, 675–90. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-01984-6_32.
Full textConference papers on the topic "Argumentative"
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Rago, Antonio, Pietro Baroni, and Francesca Toni. "Explaining Causal Models with Argumentation: the Case of Bi-variate Reinforcement." In 19th International Conference on Principles of Knowledge Representation and Reasoning {KR-2022}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/kr.2022/52.
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Causal models are playing an increasingly important role in machine learning, particularly in the realm of explainable AI. We introduce a conceptualisation for generating argumentation frameworks (AFs) from causal models for the purpose of forging explanations for the models’ outputs. The conceptualisation is based on reinterpreting desirable properties of semantics of AFs as explanation moulds, which are means for characterising the relations in the causal model argumentatively. We demonstrate our methodology by reinterpreting the property of bi-variate reinforcement as an explanation mould to forge bipolar AFs as explanations for the outputs of causal models. We perform a theoretical evaluation of these argumentative explanations, examining whether they satisfy a range of desirable explanatory and argumentative properties.
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Baffa Lourenço, Ariane, Salete Linhares Queiroz, and Armin Weinberger. "PRE-SERVICE CHEMISTRY TEACHERS´ BELIEFS ABOUT ARGUMENTATION AND ARGUMENTATIVE PRACTICE." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.14.
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The purpose of this research was to gain an understanding of pre-service chemistry teachers’ beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in line with the literature of the area. Keywords: argumentative practice, content analysis, pre-service chemistry teachers.
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Čyras, Kristijonas, Antonio Rago, Emanuele Albini, Pietro Baroni, and Francesca Toni. "Argumentative XAI: A Survey." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/600.
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Explainable AI (XAI) has been investigated for decades and, together with AI itself, has witnessed unprecedented growth in recent years. Among various approaches to XAI, argumentative models have been advocated in both the AI and social science literature, as their dialectical nature appears to match some basic desirable features of the explanation activity. In this survey we overview XAI approaches built using methods from the field of computational argumentation, leveraging its wide array of reasoning abstractions and explanation delivery methods. We overview the literature focusing on different types of explanation (intrinsic and post-hoc), different models with which argumentation-based explanations are deployed, different forms of delivery, and different argumentation frameworks they use. We also lay out a roadmap for future work.
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Holtermann, Carolin, Anne Lauscher, and Simone Ponzetto. "Fair and Argumentative Language Modeling for Computational Argumentation." In Proceedings of the 60th Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.acl-long.541.
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Toni, F. "Argumentative agents." In 2010 International Multiconference on Computer Science and Information Technology (IMCSIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/imcsit.2010.5680035.
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Ruch, Patrick, Imad Tbahriti, Julien Gobeill, and Alan R. Aronson. "Argumentative feedback." In the COLING/ACL. Morristown, NJ, USA: Association for Computational Linguistics, 2006. http://dx.doi.org/10.3115/1273073.1273160.
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Heyninck, Jesse, Gabriele Kern-Isberner, Tjitze Rienstra, Kenneth Skiba, and Matthias Thimm. "Revision and Conditional Inference for Abstract Dialectical Frameworks." In 18th International Conference on Principles of Knowledge Representation and Reasoning {KR-2021}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/kr.2021/33.
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For propositional beliefs, there are well-established connections between belief revision, defeasible conditionals and nonmonotonic inference. In argumentative contexts, such connections have not yet been investigated. On the one hand, the exact relationship between formal argumentation and nonmonotonic inference relations is a research topic that keeps on eluding researchers despite recently intensified efforts, whereas argumentative revision has been studied in numerous works during recent years. In this paper, we show that similar relationships between belief revision, defeasible conditionals and nonmonotonic inference hold in argumentative contexts as well. We first define revision operators for abstract dialectical frameworks, and use such revision operators to define dynamic conditionals by means of the Ramsey test. We show that such conditionals can be equivalently defined using a total preorder over three-valued interpretations, and study the inferential behaviour of the resulting conditional inference relations.
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Haddadan, Shohreh, Elena Cabrio, and Serena Villata. "DISPUTool -- A tool for the Argumentative Analysis of Political Debates." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/944.
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Political debates are the means used by political candidates to put forward and justify their positions in front of the electors with respect to the issues at stake. Argument mining is a novel research area in Artificial Intelligence, aiming at analyzing discourse on the pragmatics level and applying a certain argumentation theory to model and automatically analyze textual data. In this paper, we present DISPUTool, a tool designed to ease the work of historians and social science scholars in analyzing the argumentative content of political speeches. More precisely, DISPUTool allows to explore and automatically identify argumentative components over the 39 political debates from the last 50 years of US presidential campaigns (1960-2016).
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Fishcheva, I. N., D. Osadchiy, K. O. Bochenina, and E. V. Kotelnikov. "Argumentative Text Generation in Economic Domain." In Dialogue. RSUH, 2022. http://dx.doi.org/10.28995/2075-7182-2022-21-211-222.
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The development of large and super-large language models, such as GPT-3, T5, Switch Transformer, ERNIE, etc., has significantly improved the performance of text generation. One of the important research directions in this area is the generation of texts with arguments. The solution of this problem can be used in business meetings, political debates, dialogue systems, for preparation of student essays. One of the main domains for these applications is the economic sphere. The key problem of the argument text generation for the Russian language is the lack of annotated argumentation corpora. In this paper, we use translated versions of the Argumentative Microtext, Persuasive Essays and UKP Sentential corpora to fine-tune RuBERT model. Further, this model is used to annotate the corpus of economic news by argumentation. Then the annotated corpus is employed to fine-tune the ruGPT-3 model, which generates argument texts. The results show that this approach improves the accuracy of the argument generation by more than 20 percentage points (63.2% vs. 42.5%) compared to the original ruGPT-3 model.
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Huang, Xiaorong. "Planning argumentative texts." In the 15th conference. Morristown, NJ, USA: Association for Computational Linguistics, 1994. http://dx.doi.org/10.3115/991886.991943.
Full textReports on the topic "Argumentative"
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Rupp, Kathryn, Karyn Higgs, M. Anne Britt, Steven McGee, Randi McGee-Tekula, and Kathleen Easley. Scaffolding Scientific Argumentation in a Science Inquiry Unit. The Learning Partnership, March 2022. http://dx.doi.org/10.51420/conf.2022.2.
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Evaluating and using evidence to support a claim and providing reasoning to demonstrate why the evidence supports a claim can be a challenging practice for students to learn. In the context of an inquiry task across a science unit, we tested an evidence-sorter tool that helps students to organize and reason with evidence to support their selected claim in a unit culminating argument essay. We found that the number of evidence-reasoning pairings that students provided on their evidence-sorter tool significantly positively predicted the number of evidence-reasoning pairs in the final essay. These results suggest that helping students make more evidence-reasoning connections in the evidence-sorter tool should lead to an increased use of reasoning in the final essay.
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Kozachenko, Nadiia. Artificial relevance as a way to strengthen an argument. The Institute for Logic, Language and Computation, Universiteit van Amsterdam, April 2022. http://dx.doi.org/10.31812/123456789/6685.
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Some of the subjective reactions of an argumentation agent are determined not so much by his emotional or personal characteristics, but by the presence of implicit components of the agent's epistemic state, which can be explicated and formalized. The identification of these components makes it possible to use them to refine the argumentation strategy.
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Valera-Ordaz, L., D. Calvo, and G. López García. Political conversations on Facebook. Exploring the role of homophily in argumentation and communicative interaction. Revista Latina de Comunicación Social, January 2018. http://dx.doi.org/10.4185/rlcs-2018-1245en.
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Gómez Tamayo, Daniel Fernando. La despenalización de la eutanasia en Colombia: un análisis argumentativo de la Sentencia C-239/1997 de la Corte Constitucional. Ediciones Universidad Cooperativa de Colombia, August 2020. http://dx.doi.org/10.16925/gclc.11.
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Kozachenko, Nadiia. Artificial relevance as a way to strengthen an argument : presentation. Department of Philosophy, April 2022. http://dx.doi.org/10.31812/123456789/6686.
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The justification chains supporting the argument descend to beliefs that were not explicated at the start of the argumentation. They are present in the agent`s view, but they are not spoken out and are sometimes not realized. These additional beliefs are not explicitly relevant to the thesis of the argument, but they are taken out of necessity, in the process of argument mining.
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Ahumada Escobar, Diego Alejandro. Elaboración de los fundamentos de derecho de una demanda en la jurisdicción ordinaria. Ediciones Universidad Cooperativa de Colombia, December 2022. http://dx.doi.org/10.16925/gcgp.61.
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La presente guía práctica pretende entregar las herramientas conceptuales y pragmáticas para la correcta elaboración del acápite de fundamentos de derecho como requisito de las demandas y acciones legales en la jurisdicción ordinaria, abordando su construcción desde el mero acto de cita normativa, hasta el análisis y la hermenéutica necesarios para argumentar en debida forma la tesis propuesta al juzgador. Los fundamentos de derecho son quizá la parte mas compleja e importante de una demanda después de los hechos, pues es el enlace argumentativo entre la situación fáctica que da origen a la acción judicial (lo que se pretende) y las leyes que respaldan las pretensiones. Sin la correcta integración de conceptos, la demanda pierde su real y único fin, el cual es convencer al juzgador que la tesis del demandante es la correcta y por eso se debe acceder a sus peticiones.
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Lylo, Taras. Ideologemes of modern Russian propaganda in Mikhail Epstein’s essayistic interpretations. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11404.
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The article analyzes the main anti-propaganda accents in Mikhail Epstein’s essayistic argumentation about such messages of modern Russian propaganda as “Russia is threatened by an external enemy”, “Russia is a significant, powerful country”, “The collapse of the USSR was a tragedy”, “Russia is a special spiritual civilization”, “Our cause in Donbass is sacred”, “The enemy uses, or may use of illegal weapons”... A special emphasis is placed on the fact that the basis of these concepts is primarily ontological rather than ideological. Ideology is rather a cover for problematic Russian existence as a consequence of Russia’s problematic identity and for its inability to find itself in history. As a result, Russia is trying to resolve its historical issues geographically, through spatial expansion, trying to implement ideologemes such as “The Great Victory. We can repeat” or “Novorossia”. That is why M. Epstein clearly identifies the national and psychological basis of the Kremlin’s behavior in 2014-2021. М. Epstein easily refutes the main ideologemes of Russian propaganda. This gives grounds to claim that Russian political technologists use the classical principles of propaganda: ignore people who think; if the addressee is the masses, focus on a few simple points; reduce each problem to the lowest common denominator that the least educated person can repeat and remember; be guided by historical realities that appeal to well-known events and symbols and appeal to emotions, not to the mind. М. Epstein’s argumentation clearly points to another feature of modern Russian propaganda: if Soviet propaganda was concerned with the plausibility of its lies, then Kremlin propaganda does not care at all. It totally spreads lies, often ignoring even attempts to offer half-truth.
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Wagenknecht, Katherin, Sarah Klemisch, and Kamila Labuda. Towards Citizen Science Communication : How can citizen science enhance science communication? Technische Hochschule Wildau, 2021. http://dx.doi.org/10.15771/innohub_2.
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Science communication has shifted significantly in recent decades. From an early, widespread understanding that scientific findings were disseminated in a linear, closed pathway, there is now widespread acknowledgement of the need for more comprehensive and inclusive participation in science [cf. Massarani et al., 2017; Schäfer et al., 2015]. The project “Wir forschen”, which is part of the project “Innovation Hub 13 – fast track to transfer” coordinated by Technical University of Applied Science Wildau and Brandenburg University of Technology Cottbus-Senftenberg, explores methodological and practical characteristics of citizen science as a form of science communication. In this project, we outline an argumentation of understanding citizen science as science communication and furthermore introduce the term citizen science communication. In the processual course of the projects, different instruments of science communication come into play, which establish a dialog between the actors and initiate exchange with different intentions and approaches. In doing so, the project contributes to the science of science communication.
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Lylo, Taras. THE IDEOLOGEME «DICTATORSHIP OF RELATIVISM» IN THE ROBERTO DE MATTEI’S ESSAYS: POSTMODERN AND POST-COMMUNIST CONTEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11100.
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The article considers relativism as a philosophical principle and the moral standpoint of a journalist. In particular, the main argumentation of Roberto de Mattei’s work «Dictatorship of Relativism» is analyzed. Like Ratzinger, the Italian publicist describes modern life as ruled by a dictatorship of relativism which does not recognize anything as definitive and whose ultimate goal consists solely of satisfying «the desires of one’s own ego». In his view, the boundaries of the main conflict of modernity lie between two visions of the world: one that believes in the existence of immutable, absolute values, and one that argues that there is nothing stable, that everything is conditional, time-dependent and can be discussed in the media. The markers of this conflict are our attitude to the famous statement of Protagoras about «man as a measure of all things: of the things that are, that they are, of the things that are not, that they are not», as well as to the non-debatable values, the status of natural and positive law, the worldview neutrality, the dehierarchization and multiplicity of truths, the equalization of all worldviews and axiological standpoint in foreign and Ukrainian media. A special attention in the article is paid to the ideological program of media-relativism, as well as to the postmodern and post-communist contexts of the issue of the penetration of relativism into the journalistic values.
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Döring, Thomas. John Maynard Keynes und der Friedensvertrag von Versailles – Eine Rekonstruktion aus Sicht der Verhaltensökonomik. Sonderforschungsgruppe Institutionenanalyse, 2013. http://dx.doi.org/10.46850/sofia.9783941627239.
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Das Ziel der nachfolgenden Ausführungen ist, die Logik der Argumentation von Keynes im Licht der modernen verhaltensökonomischen Forschung zum individuellen Entscheidungsverhalten unter Berücksichtigung psychologischer Befunde zu systematischen Verzerrungen in der Wahrnehmung und Verarbeitung von Informationen, der (In-)Stabilität von Präferenzen im Zeitablauf sowie der normativen (Fehl-)Orientierung in Verhandlungssituationen zu rekonstruieren. Es wird zu diesem Zweck an Studien aus dem Bereich der empirischen Verhaltensforschung ebenso wie der experimentellen Ökonomik angeknüpft, um das aus Sicht der betroffenen Akteure – spieltheoretisch formuliert – aus dem Versailler Vertrag resultierende Negativsummenspiel zu plausibilisieren. Vor diesem Hintergrund erfolgt zunächst eine Darstellung der zentralen Einsichten und Implikationen des verhaltensökonomischen Ansatzes (Kapitel 2), wobei neben den Ursachen einer begrenzten Rationalität individuellen Entscheidungsverhaltens, der „verzerrenden“ Wirkung kognitiver Heuristiken und Illusionen sowie der Zeitinkonsistenz individueller Präferenzen auch auf die Bedeutung von Fairnessnormen und -einschätzungen für die Effizienz von Verhandlungsergebnissen näher eingegangen wird. Auf der Grundlage dieser allgemeinen Ausführungen zum Ansatz und zu den Ergebnissen der Verhaltensökonomik wird anschließend die von Keynes vorgelegte Analyse des Zustandekommens und der möglichen Folgen des Versailler Vertrages eingehend untersucht, um die vielfältigen Übereinstimmungen zwischen beiden Betrachtungsperspektiven herauszuarbeiten (Kapitel 3). Der Hinweis auf das Vorliegen von Präferenzinkonsistenzen, das Auftretens von sogenannten Ankereffekten, der Wirksamkeit von Stereotypen oder der Situationsgebundenheit des Verhaltens –um nur einige der von Keynes benannten Effekte zu nennen – lassen ihn als einen vergleichsweise „modernen Ökonomen“ er-scheinen. Dies kann zusätzlich durch den Verweis auf institutionen- wie politökonomische Überlegungen untermauert werden, die sich in seiner Bewertung des Vertragswerks ebenso finden wie die Relevanz des „Prinzips der effektiven Nachfrage“ als Quelle zu erwartender ökonomischer Krisenerscheinungen, die Keynes bereits hier im Vorgriff auf die späteren Ausführungen im Rahmen seiner „Allgemeiner Theorie der Beschäftigung, des Zinses und des Geldes“ zumindest implizit anklingen lässt (Kapitel 4).