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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
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Damasceno, Morais Rubens. "Le prix de la douleur : Gestion des désaccords entre magistrats, dans un tribunal brésilien de seconde instance." Thesis, Lyon 2, 2013. http://www.theses.fr/2013LYO20045.
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L’enjeu de la présente recherche est d’examiner la gestion du désaccord entre magistrats dans une Cour d’Appel brésilienne, tout en procédant à l’identification de la stase (du conflit) entre eux, dans les moments de définition du juste montant (le « suum cuique tribuere »), souvent désigné par l’expression pretium doloris ou « prix de la douleur ». On s’intéresse moins au côté technique et strictement juridique des affaires de dommages et intérêts et plutôt à l’analyse argumentative/rhétorique des interactions enregistrées en audio. Après des réflexions à propos de quelques théories de l’argumentation (Aristote, Ducrot, Grize, Toulmin et autres), de l’argumentation juridique (Atienza, Perelman, Cornu et autres), des interactions verbales (Goffman, Kerbrat-Orecchioni, Traverso et autres) et des émotions en contexte d’interaction argumentative (Plantin), ce travail offre quatre chapitres analytiques où, parmi des analyses descriptives, on examine de près la façon que les magistrats/interactants allient la raison (la lettre de la loi) au côté émotionnel, au moment de qualifier une affaire en tant que « dommage », concept flou, ouvert à maintes possibilités d’interprétation juridique, selon les juristes brésiliens (Reis, Cahali et autres). On procède à un inventaire des critères, parfois très originaux, qui font toute la richesse du moment des délibérés connu sous le terme de quantum debeatur (ou, si l’on préfère, l’ad quantum). De cette façon, on constate que les magistrats peuvent même utiliser des « nonlegalist factors », ajoutant aux arguments techniques juridiques quelques valeurs, qui supposent une appréciation subjective des affaires en cours de jugement. Dans ces analyses, on montre encore comment l’hétéro-attribution d’une émotion acquiert une valeur argumentative, sans que cela disqualifie les jugements en appel pour autant. On examine aussi les procédés d’atténuation du désaccord exprimés par les magistrats, tout en mettant en relief la dimension stratégique de l’adoucissement conversationnel, car, comme on peut le constater, les attitudes des magistrats lors des délibérés manifestent une dimension rhétorique, dans les moments de définition du pretium doloris. De cette façon, en considérant la richesse et diversité des formules de politesse (par exemple, l’expression data venia), des réparateurs (excuses et justifications), des modalisateurs, entre autres procédés identifiés par la pragmatique des interactions, on découvre plusieurs façons très efficaces de gérer le conflit, employées par les magistrats lorsqu'ils prennent en charge le rôle actanciel d’opposant lors des délibérés. On repère aussi quelques stratégies argumentatives utilisées exclusivement en contexte d’interaction, comme l’accord dissonant, ce qui nous permet de pointer la “colonisation argumentative” du discours d’un magistrat par l’autre. L’identification de ce que nous avons nommé renverseur (dispositif qui permet aux magistrats de retourner à 180° une décision) nous aide aussi à comprendre comment les avis des magistrats peuvent s’affronter irrévocablement, donnant place à des stases irréversibles.On montre aussi, à partir de quelques études de cas, comment fonctionne l’assimilation argumentative en tant que phénomène interactif-argumentatif qui émerge dans les moments de stase réversible entre les magistrats, faisant s'écrouler les barrières argumentatives entre les interactants, avant que l’un d’entre eux ne manifeste un changement de disposition vis-à-vis de la décision à prendre. On présente enfin un type d’argument très caractéristique du corpus TRIBUNAL (le corpus dont on dispose pour cette recherche) : l’argument de l’expérience vécue, lequel apparaît dans les séquences examinées et qui donnent une valeur argumentative et rhétorique non négligeable aux votes des magistratsThis thesis aims to describe the mechanisms of disagreement management among judges in a court of Brazil. The source of the analyzes will be some discussions between judges, audio recorded, always in Second Instance. The focus of the research is the moment of (re)definition of the value of compensation (or the so-called « price of pain » / pretium doloris) to be paid in cases of moral damage. Thus, after plunging in texts related to theories of argumentation (Aristotle, Ducrot, Grize, Toulmin among others), to strictly legal argumentation (Atienza, Perelman, Cornu among others), to the theories of verbal interaction (Goffman, Kerbrat-Orecchioni, Traverso among others) and also the theories related to the study of emotions in the context of argumentative interaction (Plantin), this research presents four analytical parts in which, through meticulously descriptive work, we propose to examine the way that judges, when to judge controversial cases, combine reason and emotion to their justifications. Thus, we proceed to an inventory of the criteria used by judges, some very original, and that make particularly interesting the moment of defining the quantum debeatur (or, if you prefer, the ad quantum). As we will see, the magistrates will also use non-legal criteria (« nonlegalist factors »), in this endeavor, at the time of integrating to the strictly legal arguments some arguments related to their own personal experiences, without, thereby, disqualifying the handed down verdicts. In fact, and as we will note, the time of definition of pretium doloris is still quite controversial, according to Brazilian jurists (Reis, Cahali among others).We also examine the mechanisms of attenuating disagreements, used by magistrates in times of conflict (stase), always trying to unveil the strategic and rhetoric sides of such attitudes. Thus, taking into account the richness and diversity of the so called « formulas of politeness », in in the use of expressions such as data venia or in the use of modalizers, among others, we discover the unique and effective ways that magistrates find to deal with conflict of opinions among them, during deliberations. Thus, we will highlight the strategy of « dissonant agreement » observed in some sessions and that, as we show, indicates a kind of « argumentative colonization » of speeches given by the judges. We also highlight an important mechanism used in times of conflict, to which we gave the name of argumentative inverter. Such a device allows a magistrate invert in 180º the decision of the Magistrate of First Instance, for example, in addition to helping us understand how the irreversible disagreement (stase irréversible) ranks among the expert judges.The analyzes also show, from case studies, how the argumentative assimilation works, an argumentative-interactional phenomenon that emerges in times of reversible conflict (stase réversible) among judges. Such manifestation will allow us to check how a judge can convince / persuade another in moments of controversy and disagreement between them. Finally, we show how the argument from personal experience works, a typical agument of the COURT corpus (the name of the corpus we adopted), widely used by judges and which gives a rhetorical touch to the more technical arguments, in moments of deliberations; particularly in the moment of qualification of an action as illegal
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Capitani, Camila Alderete. "A operacionalização das teorias de Pereleman e de Grácio no ciclo da pesquisa-ação: uma possibilidade de análise das situações argumentativas em sala de aula." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-29092015-123454/.
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A presente dissertação visa a demonstrar como as teorias de Perelman e de Grácio, respectivamente sobre as estratégias argumentativas e a situação argumentativa, puderam ser operacionalizadas dentro do ciclo da pesquisa-ação realizada por nós, na área educacional, em 2013. A pequisa-ação requer o planejamento, a implementação e o monitoramento de uma ação, que, no presente trabalho, restringe-se ao discurso oral do professor em interação com o do aluno, o que configura nosso objeto de análise. Observaremos como este professor, que também ocupa o papel de orador, conforme concepção de Reboul, emprega na situação argumentativa em questão as diversas estratégias argumentativas, ao longo de sua ação pedagógica, para desencadear nesse auditório/aluno a adesão às teses que lhes são apresentadas. Para essa finalidade, serão utilizados dois trechos de aulas consecutivas, a respeito dos conceitos de convencer e persuadir, em que é possível verificar de que maneira o discurso, que aqui será sinônimo de argumentação, desse orador/professor vai sendo constantemente readaptado, replanejado em função do auditório/aluno. Demonstrar como a operacionalização das teorias de Perelman e de Grácio ocorreu nessa pesquisa-ação tornou-se pertinente porque nos permite apontar como é possível criar condições técnico-científicas para que o professor revise sua prática pedagógica diária de maneira investigativa.This dissertation aims at demonstrating how Perelmans and Grácios theories, on argumentative strategies and argumentative situation, respectively, could be operated inside the cycle of the Action Research conducted by us, in the educational field, in 2013. Action Research requires planning, implementation and monitoring of an action, which, in this writing, is limited to the teachers oral discourse in interaction with the students, thus establishing our object of study. We are going to observe how this teacher, who also plays the role of orator, according to Rebouls conception, puts diverse argumentative strategies into practice in the argumentative situation at issue, throughout his pedagogical action, in order to secure this audiences adherence to presented theses. To meet this purpose, two excerpts from two successive classes, both on the concepts of convincing and persuading, will be used, in which it is possible to observe how this orator/teachers discourse here, a synonym for argumentation is constantly readapted and replanned to fit the audience/student. Showing how Perelmans and Grácios theories were operated came to be pertinent because it allows us to tell how it is possible to create technical scientific conditions for the teacher to review his daily pedagogical practice in an investigative manner.
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Lam, Wai-ip Joseph, and 林偉業. "A study on argumentative ability of secondary school students in Hong Kong through argumentative group discussion inChinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B4723023X.
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香港教育在課程和評估等方面均十分重視學生口語或書面論辯的能力，不論是學習階段內的全港性系統評估，還是學生完成中學課程後所參加的中學會考 (2012年之前) 或文憑考試 (2012年後)，均要求學生參與小組討論，訓練並考核學生評價觀點的強弱、適當回應組員的觀點的能力。香港教師能夠引導學生綜合書面論辯篇章的組織，並指導學生提出理由支持自己的觀點，但少於培養學生如何理解乃至評價他人觀點的根據，以及回應並發展反駁的能力。學生能夠評價書面篇章內容，也能在教師指導下辨識作者觀點的理據，但在小組討論中建立相反觀點以說服持不同意見的其他成員，表現仍見不足。
本研究旨在發展理論架構與分析程序，以分析中學生在中文小組討論中的論辯。為此，本研究探討了中文小組討論的論辯話語的特徵、學生表達觀點與理據所運用的策略、批判地回應對手的方式，特別是發展反駁、評價對手觀點與理據，以及表達與有衝突的觀點。
十八名來自九所中學的中學畢業學生按學校與性別的分層隨機分配到三組六人組別中，參與時限為廿五分鐘的中文小組討論。他們須討論一項禁止學校小賣部售賣垃圾食物，並禁止學生?帶垃圾食物回校的措施是否合理。學生的討論經謄錄後，在質性分析軟體 (NVivo) 的輔助下，運用話語分析和非形式邏輯中的論辯理論分析，以發現學生在討論中建構論辯的模式，包括：意念、言語行為、論辯圖式、討論的四個中文小組論辯討論的四個層次、廿五項讓學生得以建構論辯並參與討論的言語行為、六種論辯圖式及發展反駁的相關批判問題、討論的五階段，特別是學生傾向於把相互矛盾的論點統合為沒有衝突的討論發展方向。
本研究提出了理論架構與分析程序，把學生在中文小組討論的論辯歸類，以分析論辯的特徵。本論文所提供的研究程序、理論架構、分析程序，以及學生在中文小組論辯討論的表現，有助中國語文課程及其他課程中論辯教育的課程發展、教學設計與評估。最後，本論文探索了研究設計的優點與不足，並提出了日後繼續發展本研究的可能方向。
The ability of Hong Kong students to frame arguments in written and spoken exchanges in Chinese is afforded high priority in Hong Kong secondary schools and is strongly emphasised in the Hong Kong Curriculum. The ability to attend to points made in a discussion, to identify strengths and weaknesses in assertions and content and to make appropriate counter responses has been formally examined in the matriculation examination since 2007. Teachers are comfortable about developing students‘ competence in identifying micro- and macro-structures in text content, and in using these to support opinions expressed in writing. They are less assured about teaching students how to perceive the grounds for counter-arguments and making measured responses and rebuttals of what others in a group have said. Students are able to critically examine text content, to appreciate points advanced and to assemble these in written responses, but, partly due to the Confucian endorsement of avoiding confrontation and disharmony, senior secondary students are apprehensive about public discussions in which they are asked to formulate opposing points of view and persuasive arguments to peers who hold conflicting standpoints. The study set out to assist teachers by establishing a theoretical framework and procedure for analyzing students‘ contributions in group discussion in Chinese. To achieve this, it was necessary to investigate characteristics of discourse; to identify the strategies students employ in presenting reasoned points of view; to critically analyse the contributions of others, especially those presenting counter-arguments; to weigh the merits of opposing opinions; and to present propositions against those expressed by fellow group members.
Eighteen final year secondary school students from nine schools were selected, randomly placed into stratified groups of six and asked to participate in twenty-five minute long group discussions of the merits of a school policy prohibiting the sale of junk food in the school canteen and bringing junk food into school. The students‘ utterances were transcribed and points of argument examined using conversational discourse analyses, the logic of the arguments advanced being analysed with the assistance of research software (NVivo). Patterns of argument formulations by the students in the discussions were found. Levels of idea units, speech acts, argumentative scheme and discussion were identified and twenty-five types of spoken exchanges enabling students to construct arguments during the group discussions were identified. Six types of argument shemes were found; and types of critical questions for stimulating justifications and rebuttals of what participants said in the discussions were noted. A five-stage process of presenting arguments in the discussions emerged, together with a tendency for the students to attempt to integrate disparate and heterogeneous points of view into homogeneous standpoints. The research proposes procedures for analyzing and categorising the arguments students raise in group discussion in Chinese, and a framework for developing teaching students how to formulate and sustain telling arguments as part of the Chinese Language Curriculum. The strengths and weaknesses of the research are set out and the implications for further research and current practice are discussed.published_or_final_version
Education
Doctoral
Doctor of Philosophy
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Farneda, Eliete Sampaio. "O debate televisivo: um estudo das estratégias argumentativas no discurso feminino." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-05122007-143336/.
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Este trabalho propõe-se a investigar o discurso feminino veiculado pela mídia televisiva, salientando a questão dos gêneros sociais e destacando especialmente a figura da mulher no que se refere ao espaço que ela vem conseguindo para se firmar na sociedade. Partimos da hipótese de que seja possível apreender esse novo perfil da mulher, a partir da observação das marcas presentes no processo argumentativo. Entendemos que essas marcas sejam decorrentes das estratégias argumentativas utilizadas na organização do discurso e que possam ser observadas a partir do contexto interacional que se apresenta, por exemplo, em um programa da mídia televisiva com formato de debate. Selecionamos o programa Saia Justa, transmitida pela GNT e destacamos o argumento de autoridade, decorrente da citação, o exemplo e a ilustração, por se apresentarem como estratégias argumentativas de maior ocorrência na construção discursiva das participantes da interação. As análises permitiram depreender que essas estratégias, além de contribuírem para a organização e desenvolvimento do discurso, aumentam a adesão do público/auditório aos pontos de vista apresentados. Ressaltamos a abordagem a respeito da formação de um novo perfil feminino delineado pela mídia televisiva e pela participação da mulher nos diversos segmentos político-sociais ao longo das três últimas décadas. Os pressupostos teóricos têm por base a Teoria da Argumentação de Perelman e Olbrechts-Tyteca (1996), bem como questões relativas à linguagem e ao sexo de Aebisher e Forel (1991), e estudos a respeito do debate midiático de Fávero e Aquino (2005).This research offers to investigate the feminine speech broadcasted through the TV media, standing out the matter of social gender and highlighting specially the woman\'s figure about the space she has reached in order to stand out in the society. We start from the hypothesis that it\'s possible to apprehend this new woman\'s profile, from the observation of the present marks in the argumentative process. We understand that those marks derive from argumentative strategies used in the organization of the speech and that they can be observed starting from the interaction context that comes, for example, in a TV media program with a debate format. We chose the program \"Saia Justa\", broadcast by GNT and we detached the authority argument, due to citation, the example and the illustration, presented as argumentative strategies of larger occurrence in the participants\' speech construction in the interaction. The analysis allowed to infer that those strategies, apart from contribute for the speech\'s organization and development, increase the public/audience\'s adhesion to the points of view presented. We point out the approach about the formation of a new feminine profile outlined by the TV media and for the woman\'s participation in the several political-social segments along the last three decades. The theoretical presuppositions have for base the Theory of Argumentation of Perelman and Olbrechts-Tyteca (1996), as well as relative questions about the language and the sex of Aebisher and Forel (1991), and studies regarding the media debate of Favero and Aquino (2005).
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Ngo, Thi Thu Ha. "Argumentation et didactique du français langue étrangère pour un public vietnamien." Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20042/document.
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Notre recherche a pour objectif d’améliorer la didactique de l’argumentation dans les classes de Français langue étrangère au Vietnam. L’étude s’appuie sur l’hypothèse que les étudiants participent à une culture où l’autorité est très importante et qu’il faut, par conséquent, mettre le problème de la relation des étudiants avec l’autorité à la base de leurs difficultés à entrer dans des discussions argumentatives. Dans cette perspective, parler, manifester son désaccord, traiter un désaccord dans une relation d’autorité et, surtout, dans une société marquée par l’autorité et le consensus n’est pas quelque chose d’évident. De même, savoir utiliser et critiquer l’argument d’autorité dans un échange argumentatif est censé être difficile.Notre travail s’articule sur quatre parties. La première repose sur le principe méthodologique selon lequel travailler l’argumentation en français langue étrangère suppose qu’on travaille aussi, en parallèle, la capacité d’argumenter comme capacité linguistique générale et la capacité d’argumenter dans sa propre langue, le vietnamien. Ensuite, la deuxième partie est consacrée à l’étude du langage argumentatif dans une perspective contrastive français-vietnamien. Nous tenterons de traduire en vietnamien des termes et des expressions qui sont, certes, très élémentaires, mais néanmoins susceptibles de poser à nos étudiants des difficultés de compréhension. La troisième partie s’intéresse à l’autorité et au raisonnement par autorité, qui joue un rôle déterminant dans la façon d’argumenter des Vietnamiens. Nous avons essayé d’expliquer pourquoi les Vietnamiens sont « sages » en interaction tout en rendant compte de la prégnance de la « préférence pour l'accord » en vietnamien, ce qui se manifeste clairement à travers des proverbes et des locutions traditionnelles, et de montrer comment cette tendance s'articule avec une pratique « dialectique » du langage, qui pèse toujours le pour et le contre et qui refuse la polémicité. Nous avons analysé une question actuellement très débattue au Vietnam : l’exploitation de la bauxite. Ce travail a un double objectif : il vise d’une part à illustrer la maîtrise de l’argumentation des Vietnamiens, d’autre part sert de fil de conducteur pour la quatrième partie. Cette dernière, par l’élaboration des unités didactiques portant sur des thèmes d’actualité, notamment la question du clonage, vise à proposer une nouvelle démarche d’enseignement/apprentissage en vue d’une amélioration de la didactique de l’argumentation dans les classes de français langue étrangère au Vietnam, démarche fondée sur l’appropriation des contenus argumentatifs, et remettant en cause la trop fameuse « passivité vietnamienne »The aim of this dissertation is to improve the teaching of argumentation in classes of French as a foreign language in Vietnam. The study is based on the assumption that the Vietnamese students are influenced by a particular culture where authority is very important; therefore the difficulties in participating to argumentative discussions are attributed to inhibitions produced by a complex system of authority. In this perspective, expressing and taking on a disagreement in an academic context marked by authority and consensus, is never so simple. Similarly, knowing when and how to use or criticize the argument of authority in an argumentative conversation is supposed to be difficult.This dissertation is structured in four parts. The first is based on the methodological principle that to teach argumentation in French as a foreign language we have to teach the argumentation as a general language as well as the ability to argue in one’s mother tongue, here Vietnamese. The second part is devoted to study the argumentation language in a contrastive perspective French / Vietnamese. We have translated in Vietnamese words and expressions which are, although basic, difficult to understand for our students. The third section focuses on study of authority and reasoning by authority. We tried to explain why the Vietnamese are "soft" in interaction while reflecting the predominance of "preference for agreement" in Vietnamese. We have extensively analyzed a disputed issue on the exploitation of bauxite in Vietnam. This analysis aims both to demonstrate the intensity of the arguments in contemporary Vietnam, and, on the other hand, it lays the foundation for the fourth part of the dissertation. This last part develops teaching units on various topics of current interest (e.g. cloning), is to propose a new approach to teaching argumentation in French as a second language, grounded in the necessary appropriation of argumentative contents and casting doubt on the too famous “Vietnamese passivity”
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Brady, John E. "Investigating the Role of Intersubjectivity in a Secondary Argumentative Classroom." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1584539458472346.
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Rokka, Johan. "Agent-Based Argumentative Diagnostic Reasoning in Dementia." Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52092.
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This thesis describes the development of a source-based argumentation dialogue system in the medical domain of dementia. Its aim is to enable a physician and a computer agent to establish the presence or absence of a dementia condition or diagnoses for a specific patient. The participants take turn in making the moves in a dialogue, every move consists of an argument or a critical question (a challenge) and during the process of arguments and counterarguments an argumentation-tree, in which a winner may be declared, is constructed.The following four particular problems are formulated and solved: 1. how could an appropriate argumentation graph be designed enabling a dementia debate; 2. how could an algorithm automatically select attacks in the argumentation graph on behalf of the computer agent using ACKTUS, a semantic web-application for modeling knowledge (1); 3a. how could the reasoning in an argumentation graph be improved by using inquiry dialogues introduced by Black & Hunter (2) to ensure a correct winner election; 3b how could it handle the mutual attack problem, and 4. how could the solutions for these issues be implemented?Through a literature study, ACKTUS review, discussions with expertise and a trial and error approach, solutions to the above problems were suggested. The design of schemes, critical questions and their relation was constructed following a source-based approach. An attack algorithm using a ranking- and a selection procedure was invented where the selection was based on likelihood of winning, degree of user-friendliness, profit, essentiality in the discussion and user preferences. A defeasible logic adapted by Black & Hunter was introduced for the arguments in the designed argumentation graph. After applying special techniques, Black & Hunter’s inquiry dialogue system were used to create dynamic arguments in a new argumentation tree, which enabled a comparison with the designed argumentation tree. This ensured the correctness of the winner election in that argumentation tree. Also an ignorance concept, where the latest attack always is considered a winner, was used to deal with the mutual attack problem. A web-based implementation of the system was accomplished.The results were evaluated regarding functionality. However, a presentation of the system to physicians with further evaluation, still remains. Limitations of the system are that it uses a subset of ACKTUS content that does not include the handling of conflicting arguments, and the mutual attack problem is limited. These issues are all subjects for further development and improvement. Another future prospect is an introduction of Artificial Intelligence algorithm/s such as CBR (Case Base Reasoning) which might improve the system’s performance.One conclusion was that even more refinements were needed before using the system in health care. Another conclusion was that the work had shown how a system for dementia could be developed using an argumentation dialogue between a computer agent and a human participant with an algorithm for automatically attacks and an improvement of reasoning ensuring the accuracy of the winner election.
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Dyke, Stuart David. "Developing the argumentative language of young learners." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386621.
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Teufel, Simone. "Argumentative zoning : information extraction from scientific text." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/11456.
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We present a new type of analysis for scientific text which we call Argumentative Zoning. We demonstrate that this type of text analysis can be used for generating user-tailored and task-tailored summarises or for performing more informative citation analyses. We also demonstrate that our type of analysis can be applied to unrestricted text, both automatically and by humans. The corpus we use for the analysis (80 conference papers in computational linguistics) is a difficult test bed; it shows great variation with respect to subdomain, writing style, register and linguistic expression. We present reliability studies which we performed on this corpus and for which we used two unrelated trained annotators. The definition of our seven categories (argumentative zones) is not specific to the domain, only to the text type; it is based on the typical argumentation to be found in scientific articles. It reflects the attribution of intellectual ownership in articles, expressions of author’s stance and typical statements about problem-solving processes. On the basis of sentential features, we use a Naive Bayesian model and an ngram model over sentences to estimate a sentence’s argumentative status, taking the hand-annotated corpus as training material. An alternative, symbolic system uses the features in a rule-based way. The general working hypothesis of this thesis is that empirical discourse studies can contribute to practical document management problems: the analysis of a significant amount of naturally occurring text is essential for discourse linguistic theories, and the application of a robust discourse and argumentation analysis can make text understanding techniques for practical document management more robust.
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Al, Abdulkarim L. M. "Representation of case law for argumentative reasoning." Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3007026/.
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Modelling argumentation based on legal cases has been a central topic of AI and Law since its very beginnings. The current established view is that facts must be determined on the basis of evidence. Next, these facts must be used to ascribe legally significant predicates (factors and issues) to the case, on the basis of which the outcome can be established. This thesis aims to provide a method to encapsulate the knowledge of bodies of case law from various legal domains using a recent development in AI knowledge representation, Abstract Dialectical Frameworks (ADFs), as the central feature of the design method. Three legal domains in the US Courts are used throughout the thesis: The domain of the Automobile Exception to the Fourth Amendment, which has been freshly analysed in terms of factors in this thesis; the US Trade Secrets domain analysed from well-known legal case-based reasoning systems (CATO and IBP); and the Wild Animals domain analysed extensively in AI and Law. In this work, ADFs play a role akin to that of Entity-Relationship models in the design of database systems to design and implement programs intended to decide cases, described as sets of factors, according to a theory of a particular domain based on a set of precedent cases relating to that domain. The ADFs in this thesis are instantiated from different starting points: factor-based representation of oral dialogues and factor-based analysis of legal opinions. A legal dialogue representation model is defined for the US Supreme Court Oral Hearing dialogues. The role of these hearings is to identify the components that can form the basis of an argument that will resolve the case. Dialogue moves used by participants have been identified as the dialogue proceeds to assert and modify argument components in term of issues, factors and facts, and to produce what are called Argument Component Trees (ACTs) for each participant in the dialogue, showing how these components relate to one another. The resulting trees can be then merged and used as input to decide the accepted components using an ADF. The model is illustrated using two landmark case studies in the Automobile Exception domain: Carney v. California and US v. Chadwick. A legal justification model is defined to capture knowledge in a legal domain and to provide justification and transparency of legal decisions. First, a legal domain ADF is instantiated from the factor hierarchy of CATO and IBP, then the method is applied to the other two legal domains. In each domain, the cases are expressed in terms of factors organised into an ADF, from which an executable program can be implemented in a straightforward way by taking advantage of the closeness of the acceptance conditions of the ADF to components of an executable program. The proposed method is evaluated to test the ease of implementation, the efficacy of the resulting program, the ease of refinement, transparency of the reasoning and transferability across legal domains. This evaluation suggests ways of improving the decision by incorporating the case facts, and considering justification and reasoning using portions of precedents. The final result is ANGELIC (ADF for kNowledGe Encapsulation of Legal Information from Cases), a method for producing programs that decide the cases with a high degree of accuracy in multiple domains.
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Hoppmann, Michael. "Argumentative Verteidigung Grundlegung zu einer modernen Statuslehre." Berlin Weidler, 2007. http://d-nb.info/990603342/04.
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Cano, Ortiz Maria Isabel. "Argumentació i construcció del coneixement: Estratègies argumentatives dels estudiants universitaris en situació de debat." Doctoral thesis, Universitat Ramon Llull, 2010. http://hdl.handle.net/10803/9280.
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Aquesta recerca pretén descriure les estratègies argumentatives que els estudiants universitaris utilitzen en situació de debat per construir el coneixement. L'estudi s'ha dut a terme a partir de dos escenaris diferenciats d'aprenentatge; un primer debat de rol clàssic, en el qual uns participants adopten la posició a favor d'un dels components del dilema exposat i uns altres defensen la posició contrària. I un segon debat de role-playing, en el qual els participants adopten un rol professional i actitudinal en la dramatització d'una reunió professional amb la finalitat d'arribar a uns acords per a la resolució d'un cas pràctic. Els objectius d'aquesta recerca se centren en, a) conèixer quin és el coneixement declaratiu dels participants sobre el debat com metodologia per construir coneixement, b) analitzar les estratègies argumentatives tant escrites com orals en alumnes de primer curs d'educació superior, c) analitzar el contingut i l'estructura argumentativa oral entesa com la seqüència d'argument, contraargument i refutació, d) analitzar els tipus de contraarguments i refutacions, les seqüències argumentatives, els patrons d'interacció i e) analitzar la incorporació polifònica (o d'altres veus) en els textos inicials, els debats orals i els textos finals.
Per assolir aquests objectius s'ha adoptat una metodologia ex post facto, amb un enfocament descriptiu-explicatiu i un disseny combinat d'anàlisi de dades amb tècniques quantitatives i tècniques qualitatives. Per cadascun dels objectius s'han dut a terme diversos nivells d'anàlisi: per la totalitat dels estudiants (n=77), per cadascun dels grups de seminari i segons els dos tipus de debat.
Els resultats indiquen una millora en l'evolució de les estratègies argumentatives escrites com efecte de la interacció grupal, així com canvis significatius en els punts de vista sobre els temes debatuts. Pel que fa al discurs argumentatiu oral, els participants manifesten, en ambdós debats, la mateixa estructura argumental i similars seqüències i patrons d'interacció. Tot i així, en alguns episodis temàtics s'observa una adaptació a la demanda de la tasca que implica canvis en els patrons d'interacció. Alhora, també s'observen diferències significatives respecte la incorporació de diferents veus provinents de les lectures o dels debats, tant en les produccions escrites com orals dels estudiants.
Esta investigación pretende describir las estrategias argumentativas que los estudiantes universitarios utilizan en situación de debate parar construir el conocimiento. El estudio se ha llevado a cabo a partir de dos escenarios diferentes de aprendizaje; un primer debate de rol clásico, en el cual unos participantes adoptan la posición a favor de uno de los componentes del dilema expuesto y otros defienden la posición contraria. Y un segundo debate de role-playing, en el cual los participantes adoptan un rol profesional y actitudinal en la dramatización de una reunión profesional con la finalidad de llegar a unos acuerdos para la resolución de un caso práctico.
Los objetivos de esta investigación se centran en, a) conocer cuál es el conocimiento declarativo de los participantes sobre el debate como metodología para construir conocimiento, b) el estudio de las estrategias argumentativas tanto escritas como orales en los alumnos de primer curso de educación superior, c) analizar el contenido y la estructura argumentativa oral entendida como la secuencia de argumento, contraargumento y refutación, d) analizar los tipos de contraargumentos y refutaciones, las secuencias argumentativas, los patrones de interacción y e) analizar la incorporación polifónica (o de otras voces) en los textos iniciales, los debates orales y los textos finales.
Para conseguir estos objetivos se ha adoptado una metodología ex post facto, con un enfoque descriptivo-explicativo y un diseño combinado de análisis de datos con técnicas cuantitativas y técnicas cualitativas. Para cada uno de los objetivos se han llevado a cabo diversos niveles de análisis: para la totalidad de los participantes (n=77), para cada grupo de seminario y en función de los dos tipos de debates.
Los resultados indican una mejora en la evolución de las estrategias argumentativas escritas como efecto de la interacción grupal, así como cambios significativos en los puntos de vista sobre los temas debatidos. En referencia al discurso argumentativo oral, los participantes manifiestan en ambos debates la misma estructura argumental y similares secuencias y patrones de interacción. Sin embargo, en algunos episodios temáticos se observa una adaptación a la finalidad de la actividad que implica cambios en los patrones de interacción. Al mismo tiempo, también se observan diferencias significativas respecto a la incorporación de diferentes voces provenientes de las lecturas o de los debates, tanto en las producciones escritas como orales de los estudiantes.
The scope of this study is to describe the argumentative strategies students use in a debate situation in order to construct knowledge. This study was carried out in two different learning contexts; a classic role in the first debate, where some participants take a position in favour of a component of the dilemma to be faced and others defend the contrary position. And a second debate of role-playing, in which participants adopt a professional role and attitude in the dramatization of a professional meeting with the purpose of reaching agreement to solve a practical case.
The aims of this research focuses on a) finding out the participants' declarative knowledge about debate as a methodology to contruct knowledge, b) studying written and oral argumentative strategies of firstyear undergraduate students, c) analyzing the content and structure of oral argumentation when it is understood as a sequence of argument, counterargument and refutation, d) analyzing the types of counterarguments and refutations, argumentative sequences, patterns of interaction and e) analyzing the polyphonic incorporation (other voices) in the initial texts, oral discussions and final texts.
In order to achieve these aims, an ex post facto methodology has been adopted, with a descriptive-explanatory approach, and a combined design of data analysis with quantitative and qualitative techniques. For each aim several levels of analysis were carried out: for the whole students (n=77), for each seminary group and according to two types of debates.
The results indicate an improvement in the argumentative writing strategies development due to group interaction effects, as well as significant changes in points of view on the issues discussed. In terms of oral argument speech, participants expressed the same argument structure and similar sequences and interaction patterns in both debates. However, in some thematic episodes there is an adaptation to the demands of the task that involves changes in the interaction patterns. Moreover, there are also significant differences between the different voices from the readings and discussions, both in written and oral students' production.
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Oliveira, Kelly Cristina de. "O uso de estratégias argumentativas em entrevistas de seleção." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-01122009-114755/.
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Com base nos estudos de Perelman e OlbrechtsTyteca (1958 [2000]) que entendem a argumentação como o processo em que se utilizam técnicas que permitem provocar ou aumentar a adesão dos espíritos às teses que se lhes apresentam ao seu assentimento (p.6), de Oswald Ducrot (1984 [1987]) que analisa a linguagem considerando que a argumentatividade é inerente à língua, de seu continuador Vogt (1980), como também de outros autores que estudam a argumentação tais como Koch (2002; 2003; 2004), Guimarães (2001), além dos gramáticos da língua oral Neves (2000) e Castilho (2004), propomos analisar as estratégias argumentativas em entrevista de seleção. A entrevista é um campo pouco explorado no âmbito lingüístico e nela há um verdadeiro jogo de representações daqueles que almejam uma vaga no mercado de trabalho. Por meio dessas teorias será possível analisar os operadores argumentativos, os pressupostos e subentendidos, o ethos construído durante o processo seletivo. A maneira como os candidatos prestam as informações é primordial nesse processo. As escolhas lexicais determinam o desempenho dos candidatos e mostram de que forma eles constroem seu ethos. Dessas escolhas, analisamos os operadores que foram de grande importância para a construção do discurso argumentativo durante o processo de seleção, tendo como fio condutor o mas. Justifica-se essa opção pelo fato de o mas estar, na maioria das vezes, relacionado ao implícito, fazendo com que outros sentidos fiquem subentendidos em um enunciado. A construção da imagem que o candidato faz de si mesmo pelo e no discurso ocorre também mediante esses outros sentidos tácitos, como assevera Ducrot (op. cit., p. 188): não se trata de afirmações auto-elogiosas que ele pode fazer de sua própria pessoa no conteúdo de seu discurso, afirmações que podem ao contrário chocar o ouvinte, mas da aparência que lhe confere a fluência, a entonação, calorosa ou severa, a escolha das palavras, os argumentos. Além desse operador, outros que orientam a escala e a força argumentativa dos enunciados também foram analisados. Outrossim, consideramos o modo como os entrevistadores formularam as perguntas e nelas procuramos detectar a possibilidade de haver predileção por determinado candidato.Based on the studies by Perelman and Olbrechts-Tyteca (1958 [2000]), who understand argumentation as a process in which are used techniques allowing us to induce or to increase the minds adherence to the theses presented for its assent (p. 6), based on Oswald Ducrot (1984 [1987]), who analyzes speech considering argumentation as inherent to language, on his successor Vogt (1980), and on other authors who study argumentation, such as Koch (2002; 2003; 2004), Guimarães (2001), besides oral tongue grammarer Neves (2000) e Castilho (2004), we intend to analyze the argumentative strategies used in job interviews. The interview is a field that has been little explored in the linguistic realm and which presents a real set of representation on the part of those who seek a position in the job market. Through those theories, it will be possible to analyze the argumentative operators, the presumptions and the implicit, the ethos built during the selective process. The manner in which applicants convey information is fundamental in this process. The applicants performance is determined by their lexical choices, which show how they build their ethos. From those choices, we have taken and analyzed the operators which were important to the building of the argumentative discourse during the selective process, focusing on but. This option is justified by the fact that but is, in most cases, related to the implicit, making the other meanings implied in a statement. The building of the applicants self-image through and in the discourse occurs through these other tacit meanings too, as Ducrot states (op. cit. p. 188): it is not about self-flattering statements he can make about himself in the context of his speech, statements which may, in contrast, shock the listener, but about the appearance conveyed by the fluency, the warm or serious tone, the choice of words, the arguments. Besides but, other operators that guide the scale and the argumentative force of statements have been analyzed. In addition, we have taken into account the way interviewers asked questions in which we have tried to detect the possibility of preference for a certain applicant
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Nardi, Roberto Fernandes De. "As tetralogias de Antifonte: tradução e comentários." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/8/8143/tde-26012016-133014/.
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Esta dissertação traduz e comenta as Tetralogias de Antifonte. Trata-se dos três discursos que lidam com casos hipotéticos de homicídio compostos na segunda metade do século V a.C. e que são caracterizados como exercícios argumentativos. Para isso, tal pesquisa foi dividida em três partes: (i) um capítulo com a exposição de algumas informações acerca do autor e da obra; (ii) a apresentação de uma edição atualizada seguida de uma tradução completa dos três discursos; e (iii) os comentários referentes a cada um deles.This study aimed to translate and comment the Tetralogies of Antiphon, which consists of three speeches of hypothetical homicide cases. The speeches were written in second half of the fifth century BC. They consist of exercices in argumentation. The study was divided into three parts: (i) the chapter presenting the author and his work; (ii) an up-to-date edition and a complete translation of the three speeches; and (iii) the commentaries concerning each one of them.
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Xavier, Jenifer Virgino dos Santos. "Habilidades argumentativas de alunos do ensino fundamental em uma sequência didática argumentativa de ecologia." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-10072018-112610/.
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Entre os diversos aspectos relacionados a argumentação, esse trabalho tem como foco a avaliação das habilidades argumentativas fomentadas por uma sequência didática de cunho argumentativo, que aborda como tema central a restinga, mais especificamente as adaptações que esse ambiente exige da flora. Analisamos a produção escrita dos alunos geradas num total de 16 aulas, com o objetivo de identificar e classificar as habilidades argumentativas estimuladas pela referida sequência. Investigamos os dados obtidos utilizando uma ferramenta de análise construída, baseada nos trabalhos de Cajén et al. (2002), Azevedo et al. (2014) e Scarpa et al. (2015a e 2015b). Considerando apenas a totalidade de habilidades argumentativas almejadas para a sequência didática, observamos que uma média de 54% das respostas explicitaram habilidades argumentativas. Nossos resultados apontam na direção de que determinadas estratégias metodológicas usadas por algumas das atividades foram mais eficazes no fomento de habilidades argumentativas do que outras. Encontramos indícios de que perguntas que apresentam multivariáveis dificultam a mobilização de habilidades argumentativas específicas.Among the various aspects related to argumentation, this work focuses on the evaluation of the argumentative skills promoted by a didactic sequence of argumentative character, which approaches as the central theme the restinga, more specifically the adaptations that this environment requires by the flora. We analyzed the written production of the students generated in a total of 16 classes, with the objective of identifying and classifying the argumentative skilss stimulated by the said sequence. We investigated the data obtained using a constructed analysis tool, based on the works of Cajén et al. (2002), Azevedo et al. (2014) and Scarpa et al. (2015a e 2015b). Considering only the totality of argumentative skills expected for the didactic sequence, we observed an average of 54% of the answers that explained argumentative skills. Our results point in the direction that certain methodological strategies used by some of the activities were more effective in the development of argumentative skills than others. We found evidence that questions that present multivariables make it impossible to mobilize specific argumentative skills.
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Silva, Marcos Antonio da. "O Mas na Produção Textual: uma análise semântico- discursiva." Universidade Federal da Paraíba, 2010. http://tede.biblioteca.ufpb.br:8080/handle/tede/6517.
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This research is based on the Argumentation Theory in Language, it was proposed by Jean-Claude Anscombre, Ducrot et al, for whom the language is argumentative in nature. The Argumentation Theory is centered on the fact that some words have argumentative values which are responsible for the possibility or impossibility of continuing within the discourse. Ducrot called some of those words of argumentative operators and he affirms the operators behave as constituents of the internal structure of utterance. Ducrot and Vogt distinguish two types of mas: a masPA which has argumentative function and a masSN which serves to refute or correct something said earlier. Our purpose in this research is to analyze and describe the functioning of semantic-discursive operator mas in a corpus of textual production by 139 former students in high school, produced during the achievement of SERIES SELECTION PROCESS (PSS 2009) from Federal University of Paraíba (UFPB). At the end of the analysis, according to the proposed objectives and also achieved, it is pertinent to affirm that students use predominantly the operator masPA than the masSN. The operator masPA works not only for guiding statements to contrary conclusions, but also to conclusions which, to some extent, are complemented.
Esta pesquisa está embasada na Teoria da Argumentação na Língua, proposta por Jean-Claude Anscombre, Ducrot e colaboradores, para quem a língua é argumentativa por natureza. Segundo esses estudiosos, a Teoria da Argumentação está centrada no fato de que algumas palavras possuem valores argumentativos responsáveis pela possibilidade ou impossibilidade de uma continuação dentro do discurso. Ducrot denomina algumas dessas palavras de operadores argumentativos e afirma, inclusive, que os operadores funcionam como constituintes da estrutura interna dos enunciados. Partindo para um estudo mais profícuo, Ducrot e Vogt distinguem dois tipos de mas: um masPA que tem função argumentativa e um masSN que tem a função de refutar ou retificar algo dito anteriormente. Nosso objetivo nesta pesquisa é analisar e descrever o funcionamento semântico-discursivo do mas em um corpus constituído por 139 produções textuais de alunos egressos no ensino médio, produzidas durante a realização do (PSS-2009) - PROCESSO SELETIVO SERIADO, da UFPB (Universidade Federal da Paraíba). Ao final das análises, face aos objetivos propostos e também alcançados, é pertinente afirmar, com base nas produções analisadas, que os alunos usam com predominância o operador masPA, em detrimento ao masSN, e que aquele funciona não apenas para orientar os enunciados para conclusões contrárias, mas também para conclusões que, de certa forma, se complementam.
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Silva, Ana Lúcia Rocha. "A construção da moldura argumentativa em sentenças judiciais." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/9546.
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SILVA, Ana Lúcia Rocha. A construção da moldura argumentativa em sentenças judiciais. 2014. 211f. – Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2014.Submitted by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2014-10-21T11:50:26Z No. of bitstreams: 1 2014_tese_alrsilva.pdf: 1618469 bytes, checksum: ac6d7b67af690aecedd0e9dab3922241 (MD5)
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This study aims to analyze the argumentative structures in judgments. Theoretical supports of the research include the Argumentation Theory of Chaïm Perelman and Lucie Olbretchs-Tyteca and the Enunciation Theory of Jacqueline Authier-Revuz, with the postulates on the interlocutive and interdiscursive non-coincidences of saying and figures of the well saying – the speech as a personal act and in accordance with the laws of saying. These two theories were brought together for the following reasons: the first theory brings lessons about the argumentative process as a principle of a speech aimed at influencing the audience by means of the use of arguments and argumentative techniques; the second one is used to find the heterogeneous marks and their respective functions in the argumentative structures. The corpus of this research comprises ten judgments of the State of Maranhão Justice Court, from two judicial instances: the court of Family and Domestic Violence against Women and the Fifth Special Civil Court, both located in São Luís, Brazil. The analyses of argumentative constructions were done within the reasoning and conclusion of the sentences. The results showed that the articulation of argumentative techniques with the heterogeneity marks make the defended theses more persuasive; they also revealed the presence of both the no-ONE in the arguments and an enunciator subject worried to restore the sentencial one.
Este estudo tem como objetivo principal analisar as construções argumentativas em sentenças judiciais. As sustentações teóricas para a pesquisa englobam a Teoria da argumentação de Chaïm Perelman e Lucie Olbretchs-Tyteca e a Teoria da Enunciação de Jacqueline Authier-Revuz com os postulados sobre as não-coincidências do dizer interlocutivas, interdiscursivas e as figuras do bem dizer – o dizer como ato pessoal e o dizer de acordo com as leis do dizer. A junção dessas teorias se deu pelo fato de a primeira apresentar lições sobre o processo argumentativo, como um princípio de um discurso, que visa influenciar o auditório, por meio de técnicas argumentativas; a segunda teoria foi convocada para se localizar, nas estruturas argumentativas, as marcas do heterogêneo e suas respectivas funções. O corpus desta pesquisa é formado por dez sentenças judiciais, de duas unidades judiciárias – a Vara de Violência Doméstica e Familiar contra a Mulher e o 5º Juizado Especial Cível – todas pertencentes ao Tribunal de Justiça do Estado do Maranhão, da Comarca de São Luís. As análises das construções argumentativas foram realizadas na fundamentação e na conclusão das sentenças. Os resultados comprovaram que a articulação das técnicas argumentativas com as marcas do heterogêneo causa maior persuasão às teses defendidas; também revelaram a presença do não-UM nos argumentos e um sujeito enunciador preocupado em restaurar o UM sentencial.
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Bouyahia, Tarek. "Metrics for security activities assisted by argumentative logic." Thesis, Ecole nationale supérieure Mines-Télécom Atlantique Bretagne Pays de la Loire, 2017. http://www.theses.fr/2017IMTA0013/document.
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L'accroissement et la diversification des services offerts par les systèmes informatiques modernes rendent la tâche de sécuriser ces systèmes encore plus complexe. D'une part, l'évolution du nombre de services système accroît le nombre des vulnérabilités qui peuvent être exploitées par des attaquants afin d'atteindre certains objectifs d'intrusion. D'autre part, un système de sécurité moderne doit assurer un certain niveau de performance et de qualité de service tout en maintenant l'état de sécurité. Ainsi, les systèmes de sécurité modernes doivent tenir compte des exigences de l'utilisateur au cours du processus de sécurité. En outre, la réaction dans des contextes critiques contre une attaque après son exécution ne peut pas toujours remédier à ses effets néfastes. Dans certains cas, il est essentiel que le système de sécurité soit en avance de phase par rapport à l'attaquant et de prendre les mesures nécessaires pour l'empêcher d'atteindre son objectif d'intrusion. Nous soutenons dans cette thèse que le processus de sécurité doit suivre un raisonnement intelligent qui permet au système de prévoir les attaques qui peuvent se produire par corrélation à une alerte détectée et d'appliquer les meilleures contre-mesures possibles. Nous proposons une approche qui génère des scénarios potentiels d'attaque qui correspondent à une alerte détectée. Ensuite, nous nous concentrons sur le processus de génération d'un ensemble approprié de contre-mesures contre les scénarios d'attaque générés. Un ensemble généré des contre-mesures est considéré comme approprié dans l'approche proposée s'il présente un ensemble cohérent et il satisfait les exigences de l'administrateur de sécurité (par exemple, la disponibilité). Nous soutenons dans cette thèse que le processus de réaction peut être considéré comme un débat entre deux agents. D'un côté, l'attaquant choisit ses arguments comme étant un ensemble d'actions pour essayer d'atteindre un objectif d'intrusion, et de l'autre côté l'agent défendant la cible choisit ses arguments comme étant un ensemble de contre-mesures pour bloquer la progression de l'attaquant ou atténuer les effets de l'attaque. D'autre part, nous proposons une approche basée sur une méthode d'aide à la décision multicritère. Cette approche assiste l'administrateur de sécurité lors de la sélection des contre-mesures parmi l'ensemble approprié des contre-mesures générées à partir de la première approche. Le processus d'assistance est basé sur l'historique des décisions de l'administrateur de sécurité. Cette approche permet également de sélectionner automatiquement des contre-mesures appropriées lorsque l'administrateur de sécurité est dans l'incapacité de les sélectionner (par exemple, en dehors des heures de travail, par manque de connaissances sur l'attaque). Enfin, notre approche est implémentée et testée dans le cadre des systèmes automobilesThe growth and diversity of services offered by modern systems make the task of securing these systems a complex exercise. On the one hand, the evolution of the number of system services increases the risk of causing vulnerabilities. These vulnerabilities can be exploited by malicious users to reach some intrusion objectives. On the other hand, the most recent competitive systems are those that ensure a certain level of performance and quality of service while maintaining the safety state. Thus, modern security systems must consider the user requirements during the security process.In addition, reacting in critical contexts against an attack after its execution can not always mitigate the adverse effects of the attack. In these cases, security systems should be in a phase ahead of the attacker in order to take necessary measures to prevent him/her from reaching his/her intrusion objective. To address those problems, we argue in this thesis that the reaction process must follow a smart reasoning. This reasoning allows the system, according to a detected attack, to preview the related attacks that may occur and to apply the best possible countermeasures. On the one hand, we propose an approach that generates potential attack scenarios given a detected alert. Then, we focus on the generation process of an appropriate set of countermeasures against attack scenarios generated among all system responses defined for the system. A generated set of countermeasures is considered as appropriate in the proposed approach if it presents a coherent set (i.e., it does not contain conflictual countermeasures) and it satisfies security administrator requirements (e.g., performance, availability). We argue in this thesis that the reaction process can be seen as two agents arguing against each other. On one side the attacker chooses his arguments as a set of actions to try to reach an intrusion objective, and on the other side the agent defending the target chooses his arguments as a set of countermeasures to block the attacker's progress or mitigate the attack effects. On the other hand, we propose an approach based on a recommender system using Multi-Criteria Decision Making (MCDM) method. This approach assists security administrators while selecting countermeasures among the appropriate set of countermeasures generated from the first approach. The assistance process is based on the security administrator decisions historic. This approach permits also, to automatically select appropriate system responses in critical cases where the security administrator is unable to select them (e.g., outside working hours, lack of knowledge about the ongoing attack). Finally, our approaches are implemented and tested in the automotive system use case to ensure that our approaches implementation successfully responded to real-time constraints
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Chryssafidou, Evangelia. "Argument diagramming and planning cognition in argumentative writing." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5048/.
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Argument diagramming can scaffold the process of argumentation but only a few studies have investigated its impact on the quality of argumentative writing. This research contributed to this direction with two studies. An exploratory study investigated the impact of argument diagramming, applied as a paper-based or a computer-based method, on the quality of argumentative text. The computer method increased the refutations and overall quality of essays. The study highlights the significance of writers’ argumentative ability for interpreting improvement. A qualitative study looked into the impact of argument diagramming on the process of writing cognition through analysis of online process data, diagrams and essays of sixteen undergraduate students. Writers with myside bias schema used the method to increase counterarguments and refutations. Writers at lower level of pseudo-integration adopted more advanced strategies like weighing, and writers at middle level of pseudo-integration formed positions with qualifications. Needs at higher levels of argumentative ability are not met. The support of writing planning processes through argument diagramming affects mainly the semantic aspects of the text while the support of linearization processes affects mainly the rhetorical aspects. The analysis of interviews revealed that interacting with argument diagramming can improve awareness of argumentation schema, hence, a writer can progress from unaware, to aware-and-lost and aware-but-oriented. Improvement is signified as being sensitised to limitations, gaining knowledge of writing processes and the ability to self-regulate.
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El, Ghazi Lahcen. "Séquence didactique visant l'efficacité argumentative des textes d'opinion." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27281.
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Tableau d'honneur de la Faculté des études supérieures et postdoctorales, 2016-2017Cette recherche expérimente une séquence didactique consacrée au texte d'opinion. Elle vise à amener des scripteurs adultes non francophones à produire des textes argumentativement efficaces, c'est-à-dire des textes dont les marques linguistiques, énonciatives et rhétoriques permettent d'obtenir l'assentiment de l'auditoire. Aujourd'hui encore, la prise en compte de l'efficacité d'un texte d'opinion ne constitue pas un aspect essentiel de l'enseignement de textes argumentatifs, largement dominé par une approche structurelle et formelle. Notre recherche développe une approche intégratrice et critique des travaux de didactique du français à propos de l'argumentation discursive; aussi nous situons-nous à l'antipode des conceptions logicisantes de l'argumentation écrite. Opérant une synthèse des courants théoriques qui ont étudié l'argumentation, en particulier la Nouvelle rhétorique, l'analyse de discours dans ses versions française et anglo-saxonne, la pragmadialectique et « l'argumentation dans la langue », nous avons construit le concept d'efficacité argumentative, socle de l'élaboration, de l'expérimentation et de l'analyse de notre séquence didactique. Cette dernière a été construite selon la démarche de recherche de l'ingénierie didactique avec son réseau de concepts et les différentes étapes qui la composent. Un prétest a permis d'évaluer les capacités argumentatives des étudiants. L'évaluation de ces données nous a guidés dans le choix des contenus des ateliers qui portent sur l'inscription des paramètres de la situation de communication, l'étayage de la thèse, la réfutation et la concession, la polyphonie et la contreargumentation. Ce travail a été suivi d'un posttest qui visait à valider l'effet de l'enseignement sur les compétences des étudiants et leur capacité à produire des textes d'opinion argumentativement efficaces. Nous espérons avoir montré que l'efficacité argumentative devrait être le paradigme principal de l'enseignement des genres argumentatifs et qu'il existe des outils didactiques valides pour contribuer à la démocratisation de l'accès à la langue, non pas comme simple code, mais comme un outil pour agir dans la société. L'enjeu dépasse le simple cadre scolaire, puisque la maitrise de l'argumentation est essentielle au développement professionnel et social des individus, mais aussi, osons nous ajouter, pour l'avènement de sociétés réellement démocratiques.
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Takagi, Naomi Igarashi. "Flow theory: Conscious experience in expository argumentative writing." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238170540.
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Thesis (Ph.D.)--Case Western Reserve University, 2009Title from PDF (viewed on 30 July 2009) Department of English Includes abstract Includes bibliographical references Available online via the OhioLINK ETD Center
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Camus, Zoé. "Pour une description sémantique des assemblées citoyennes politiques : étude de Marinaleda, du NPA et de Nuit debout." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0146.
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L'objectif de cette thèse est de caractériser les aspects sémantiques d’assemblées du village andalous Marinaleda, du Nouveau parti anticapitaliste et de Nuit debout, en considérant que ces interactions appartiennent à un seul et même type, que nous appelons assemblée citoyenne politique.Notre approche, située dans le paradigme de la sémantique argumentative, reprend et prolonge la Théorie des Blocs Sémantiques (Carel, 2011), selon laquelle les entités sémantiques ne sont que des possibilités discursives, et la Sémantique des conflits sociaux (Lescano, 2017), qui postule que ces possibilités discursives existent dans des espaces sémantiques sur lesquels agissent des discours différents, convergents comme antagonistes, formant ainsi la structure sémantique des conflits. Nous ferons l'hypothèse que les énoncés surgissent dans les assemblées citoyennes politiques non pas avec l'objectif d'agir sur les convictions des individus mais qu'ils sont l'instrument d'une lutte pour la stabilisation de certains éléments et la déstabilisation d'autres éléments dans un espace sémantique. Dès lors, décrire les propriétés sémantiques de ce type d'interactions revient à étudier les actions que les énoncés peuvent effectuer sur l'espace sémantique d’une assemblée, les entités sémantiques qu'ils peuvent y installer et les relations qui se produisent entre ces entités. À partir de l’observation des différentes assemblées étudiées, nous montrons des phénomènes qui caractérisent leur fonctionnement sémantique : le vote apparaît non pas comme un mode d'arrêt de la décision, mais comme un dispositif de (dé)stabilisation des puissances de dire ; les interventions qui peuvent sembler plus centrales que d'autres sont le résultat de la construction de réseaux de relations sémantiques asymétriques ; les mécanismes de décrédibilisation de la parole adverse sont rendus possibles par des dépendances créées entre unités sémantiques antagoniques. Notre étude montre enfin que l'objectif de ce type d'assemblée n'est pas de persuader ni d'arriver à un consensus, non pas parce que ces objectifs seraient impossibles, mais parce que les discours qui participent de ces interactions sont structurellement orientés vers la (dé)stabilisation de puissances discursives contradictoiresThe aim of this dissertation is to characterize the semantic aspects of three assemblies, of an Andalusian village, Marinaleda, of the Nouveau parti anticapitaliste (New anticapitalist party) and, of Nuit debout, by considering the different interactions as the same type, a type that we name political civic assemblies. Any interaction taking place within this type of assembly constitutes a common work of preparation, behind the scenes, of what will be officially shown in the name of the collective, in the public discourse.The approach is situated within the paradigm of argumentative semantics. We adopt and extend the Semantic Block Theory (Carel, 2011) according to which semantic entities are discursive possibilities, as well as the Semantics of social conflicts (Lescano, 2017) which states that discursive possibilities exist in semantic spaces where different discourses - both convergent and antagonistic - act and thereby form the semantic structure of conflicts.The main hypothesis states that any utterance appearing in a political civic assembly is not an action on the convictions of individuals, but rather an instrument of a struggle for the stabilization of certain elements and the destabilization of others in a semantic space. According to this hypothesis, any description of semantic properties of this type of interaction amounts to the study of different actions that utterances perform on the semantic space of an assembly, that is, the installation of particular semantic entities and the production of relations between these entities.By analyze the three assemblies, we observe a series of characteristic phenomena for their semantic functioning: the act of voting which we consider not as a mode of obstructing the decision-making process, but as the means to (de)stabilize the power of speaking; interventions that might seem more central than others, which we consider as results of a construction of networks of asymmetrical semantic relations; mechanisms whereby opposing discourse is discredited, which we consider as a product of dependencies between antagonistic semantic units.Our study shows that the objective of this type of assembly is not to persuade nor to reach a consensus. This could have been a possible objective. Yet, this dissertation affirms that in this particular type of interaction, the participating discourses are structurally oriented towards the (de)stabilization of discursive forces
Esta tesis trata de caracterizar los aspectos semánticos de asambleas de la aldea andaluza de Marinaleda, del partido político francés "Nouveau Parti Anticapitaliste" (NPA) y del movimiento social francés Nuit debout, postulando que las interacciones orales que tienen lugar en estas asambleas pertenecen a un tipo único que llamamos asambleas ciudadanas políticas. En estas asambleas se efectúa un trabajo de preparación previa de los discursos que serán desplegados oficialmente en nombre del colectivo. Nuestro acercamiento, situado en el paradigma de la semántica argumentativa, reafirma y prolonga los principios de la Teoría de los Bloques Semánticos (Carel, 2011) según los cuales las entidades semánticas son únicamente posibilidades discursivas, así como la semántica de los conflictos sociales (Lescano, 2017), que postula que estas posibilidades discursivas existen en espacios semánticos sobres los cuales actúan diferentes discursos, tanto convergentes como antagonistas. Haremos la hipótesis que los enunciados surgen en las asambleas ciudadanas políticas como herramientas de una lucha por la estabilización de algunos elementos y la desestabilización de otros en un espacio semántico - lo cual se opone a la idea que los discursos surgen para actuar sobre las convicciones de los individuos. Desde entonces, describir las propiedades semánticas de este tipo de interacciones es estudiar los tipos de acciones que los enunciados pueden efectuar sobre el espacio semántico de una asamblea, las entidades semánticas que los discursos pueden instalar y las relaciones que se producen entre estas entidades. A partir de la observación de diferentes asambleas, mostraremos fenómenos que caracterizan su funcionamiento semántico : el voto aparece como un dispositivo de (des)estabilización de potencias de habla, y no como un modo de cierre de la decisión; las intervenciones que pueden parecer más centrales que otras son el resultado de la construcción de redes de relaciones semánticas asimétricas; los mecanismos de descrédito del discurso ajeno son determinados por la creación de dependencias entre unidades semánticas antagónicas. Finalmente, nuestro estudio sugiere que el objetivo de este tipo de asambleas no es persuadir ni llegar a un consenso, no porque estos objetivos no sean alcanzables, sino porque los discursos que participan en estas interacciones están estructuralmente orientados hacia la (des)estabilización de potencias discursivas
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Wynhoff, Olsen Allison S. "A Longitudinal Examination of Interactional, Social, and Relational Processes within the Teaching and Learning of Argumentation and Argumentative Writing." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373883265.
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Mesquita, LÃvia de Lima. "RelaÃÃes argumentativas entre topoi e lei de inferÃncia." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2402.
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FundaÃÃo de Amparo à Pesquisa do Estado do CearÃCoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior
O presente estudo propÃe uma aproximaÃÃo entre a LingÃÃstica Textual e a SemÃntica Argumentativa, ao tratar de um fenÃmeno comum a diversas Ãreas de estudo: a argumentaÃÃo. Nosso objetivo principal foi discutir a relaÃÃo argumentativa entre topos (ANSCOMBRE e DUCROT, 1995) e lei de inferÃncia (Adam, 1992) na seqÃÃncia argumentativa prototÃpica e a manifestaÃÃo das marcas de polifonia, pressuposiÃÃo e dos modificadores para determinar a orientaÃÃo desses termos. AlÃm disso, nos propusemos a: a) investigar, à luz dos pressupostos teÃricos de Anscombre e Ducrot (1983) e de Adam (1992), o tipo de relaÃÃo existente entre topos e lei de inferÃncia na passagem de P. arg.1 para P. arg.3 na seqÃÃncia argumentativa prototÃpica; b) avaliar a orientaÃÃo polifÃnica, bem como a manifestaÃÃo das marcas pressuposiÃÃo e dos modificadores como conducentes à seleÃÃo de determinadas formas tÃpicas concordantes ou discordantes; c) averiguar se o tipo de macroproposiÃÃo favorece o aparecimento de topoi diretos ou indiretos. A necessidade de investigar a relaÃÃo entre a orientaÃÃo tÃpica e o tipo de macroproposiÃÃo surgiu da constataÃÃo preliminar de que na macroproposiÃÃo conclusÃo o topos era geralmente indireto. Por isso, nos propusemos a fazer essa intersecÃÃo aqui e; d) discutir o estatuto macroproposicional da lei de inferÃncia na seqÃÃncia argumentativa prototÃpica, condiÃÃo proposta por Adam (1992). Trabalhamos, em virtude de nossos propÃsitos, com a hipÃtese de que nÃo hà uma lei de inferÃncia em textos argumentativos prototÃpicos ou em qualquer outro tipo de texto, mas, sim, uma relaÃÃo semÃntica entre palavras argumentativas, que constituem dados que, por sua vez, favorecem conclusÃes. Essa relaÃÃo entre os dados e a conclusÃo origina lugares comuns do discurso, compartilhados, graduais e gerais, denominados topoi. Para testar essa hipÃtese discutimos a relaÃÃo argumentativa entre topos e lei de inferÃncia na seqÃÃncia argumentativa prototÃpica, levando em conta tambÃm a contribuiÃÃo da orientaÃÃo polifÃnica, bem como das marcas de pressuposiÃÃo e dos modificadores para determinar a orientaÃÃo dos termos dessa relaÃÃo, a lanÃar mÃo de um exemplÃrio de seqÃÃncias argumentativas prototÃpicas para exemplificar os fenÃmenos discutidos.
The present study suggests a connection of Text Linguistics and Argumentative Semantics, since it is related to a common phenomenon to both areas: argumentation. Our primary aim was to argue on the argumentative relation of topos (ANSCOMBRE & DUCROT, 1995) and inference law (ADAM, 1992) within prototypical argumentative sequence, and the manifestation of polyphony and presupposition indexes as well as modifiers to determine these termsâ orientation. Besides, it was purposed to: a) investigate, based on the theoretical presuppositions of Anscombre and Ducrot (1983) and Adam (1992), the sort of relation between topos and inference law in the passage from P. Arg. 1 to P. Arg. 3 within the prototypical sequence, since Adam (1992) presents this position of inference law related to the passage of both of such macropropositions; b) evaluate polyphony orientation and the employment of presupposition and modifiers indexes as facilitators to the selection of concordant and discordant Topic Forms; c) examine whether the type of macroproposition facilitates direct or indirect topos raise; d) take inference law off its macropropositional status within prototypical argumentative sequence, as Adam (1992; 2004) proposed. Due to this researchâs purpose, it was operative the hypothesis that there is not an inference law in prototypical argumentative texts, as well as in any text. Nevertheless, there is a semantic relation among argumentative words, which constitute data, which lead to conclusions. Such relation of data and conclusion raises discourse shared, general and gradual common places called topoi. To prove our hypothesis, this study argues on the argumentative relation of topos and inference law within the prototypical argumentative sequence, considering as well polyphony, presupposition and modifier indexes to determine this relation termsâ orientation. In addition, it uses an exemplary of prototypical argumentative sequences to exemplify discussed phenomena.
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Hefter, Markus [Verfasser]. "Training skill and will of argumentative thinking / Markus Hefter." Bielefeld : Universitätsbibliothek Bielefeld, 2015. http://d-nb.info/1072756293/34.
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Danblon, Emmanuelle. "La justification argumentative: vers une théorie de la rationalité." Doctoral thesis, Universite Libre de Bruxelles, 2000. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211730.
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Janier, Mathilde. "Dialogical dynamics and argumentative structures in dispute mediation discourse." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/de7fd644-cb72-4730-af98-b923006a03e8.
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Dispute mediation is a practice in which third-neutrals (mediators) help conflicting parties to resolve a dispute in civil cases such as divorces, child custodies or in the workplace for example. Mediation is becoming a major dispute resolution process in most countries; for instance, calls to mediation services are increasing, and many countries make it mandatory to resort to mediation before going to court. This is because it presents many advantages over traditional litigation: it is quicker, cheaper and less stressful. This growth has led scholars to carry out various types of research with the aim of discovering the characteristics of discourse in mediation. As a result, theories based on systematic analyses of mediation dialogues are appearing, which offer novel insights and valuable data. As many research works have shown, argumentation deserves a particular attention in mediation since mediators must, at the same time, make sure that disputants effectively argue to reach an agreement, and preserve their neutral role. The increasing visibility of mediation and the growing number of investigations on the topic offer new opportunities to provide mediation professionals with support tools which the process lacks when compared with other dispute resolution procedures such as traditional litigation. The research reported here therefore proposes to advance theoretical knowledge of the dialogical and argumentative activity in mediation in order to deliver practical applications to support mediation training. To achieve this goal, this work relies on argumentation theory applied to discourse studies and computational models, namely Inference Anchoring Theory (IAT). This framework has already been successfully applied to other dialogical contexts (radio debates) in order to study argumentation. It has been shown that its main advantages are its flexibility regarding annotation schemes and its ability to elicit nonobvious argumentative structures which can then be easily modelled thanks to detailed analyses of dialogical dynamics (see e.g. (Budzynska et al., 2016)). As a first step, a close analysis of transcripts of mediation sessions with IAT allows exploring the link between dialogical and argumentative dynamics, and revealing their patterns. Once modelled, these patterns are used to define rules which are then specified in the form of a dialogue game: the Mediation Dialogue Game (MDG). MDG rules are defined after in-depth empirical studies and statistical analyses. They reflect therefore mediation participants’ actual behaviours; they can also be regarded as normative rules since any mediation dialogue can be compared with MDG rules. The game can also be played in conversational support systems to enable trainee-mediators to practice their skills and techniques in a computational environment replicating mediation dialogues, in the same way as role-plays, the basis of mediation training. Though the aim of this work is to provide a tool for mediation training, the different contributions of this work also represent a first step towards the development of a tool which mediators could use during sessions. To verify the quality and reliability of MDG, actual mediation dialogues are compared with the rules of the game, thus leading to a revision of some rules for a more accurate dialogue protocol. It is then shown that the revised version of the game, MDG’, fairly matches mediation interactions, and can be further developed as a fully-fledged tool for mediation training. The game represents therefore an empirically based normative tool which finds practical applications. The evaluation process reveals some limitations of MDG’. Meta-discourse, in particular, plays a major role in mediation dialogues which the game fails to capture. The necessity for potential users to use meta-discursive moves in MDG’ in order to have a greater impact on the direction and content of the dialogues is hence highlighted, and a method for the analysis of the role and function of meta-discourse in mediation is proposed. This first-ever study of meta-discourse in mediation dialogues represents the foundation of a wider account of mediation discursive and argumentative characteristics. As a conclusion, the research presented here stands as a novel approach of argumentative dialogues in mediation and explores the relationship between dialogical dynamics and meta-discourse. It relies on in-depth investigations of a corpus of mediation dialogues in order to explain the link between dialogical behaviours and argumentative dynamics. These theoretical findings are then used to develop a practical tool intended for mediation training. This work brings new findings in argumentation theory and discourse studies, advancing theoretical knowledge and creating an opportunity for the support of mediators’ training in a context of growing interest in alternative dispute resolution procedures.
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Widmer, Colin Leigh. "Explanative and Argumentative Interactions with an Intelligent Tutoring System." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1386173705.
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Klinghardt, Matthias. "Himmlische Körper: Hintergrund und argumentative Funktion von 1Kor 15,40f." De Gruyter, 2015. https://tud.qucosa.de/id/qucosa%3A38568.
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The coherent semantics of the sowing imagery (1Cor 15,36–44) suggest that heavenly bodies (v. 40–41) emerge from a process of body transformation, analogous to plants and animate beings (v. 37–39). The idea that the deceased are transformed into stars and thereby obtain a particular form of existence is widely attested in the mythography and in epitaphs of antiquity. In contrast to pagan conceptions about the dead permanently returning into celestial spheres, the heavenly bodies according to Paul represent a postmortem, albeit a pre-resurrection, stage in the development of human bodies. Accordingly, the heavenly body represents an intermediary ontological mode between the animated body of earthly creatures and the spiritual body of resurrection.
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Dahlberg, Andreas. "Imitation PedagogyDeveloping Argumentative Abilities in Swedish Upper-Secondary School." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-76658.
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This essay presents an interventional field study that aims to refine practice in the English classroom in Swedish upper-secondary school by implementing imitation pedagogy. Imitation pedagogy is essentially learning to analyze and imitate texts’ internal structure for developing one’s own production. The focus on my first research question was on examining if imitation pedagogy with political mentor texts develop students’ language awareness, language control, and argumentative abilities in reading and writing. My second research question was focused on investigating if political mentor texts could be used to prepare students for future participation in civic discussions and debates. My initial hypothesis was that mentor texts with political topics in imitation pedagogy could be used to develop students’ argumentative abilities; the learners could through this pedagogy be taught to recognize linguistic features in political texts that aim to persuade audiences, and the learners could learn to imitate these mentor texts to produce own successful argumentative writing. To answer my research questions and to see if my hypothesis was accurate, I conducted an interventional field study that followed a lesson study model. The findings from my study indicate that imitation pedagogy does develop and enhance learners’ language awareness, argumentative abilities, and ability to provide stronger contributions to discussions in different social and democratic contexts. Imitation pedagogy enhances the learners’ confidence and improve their writing capabilities, specifically the ability to compose stronger argumentations in writing in different situations varying from smaller everyday issues to larger societal and political issues. Moreover, imitation pedagogy promotes the development of language control and critical language awareness. The learners practiced writing in new patterns, which forced the students to use their linguistic knowledge to produce sentences with language accuracy, fluency, and coherency. In addition, the students learned in this interventional study to recognize different linguistic and grammatical features that can add power to written compositions in different social and democratic contexts. By being able to recognize these features, the learners can be more aware of manipulative language in political texts and more effectively counter them.
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Sáez, Natalia. "The pragmatic and argumentative structures underlying english written advertisements." Tesis, Universidad de Chile, 2004. http://www.repositorio.uchile.cl/handle/2250/110160.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.The present small-scale research work intends to present a descriptive and analytical study of some central aspects of the communicative structure of written advertisements found in women’s magazines, as well as an analysis of the persuasive strategies deployed in these advertisements.
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MACÊDO, Gabriel Fortes Cavalcanti De. "Habilidades argumentativas : do debate crítico à argumentação cotidiana." Universidade Federal de Pernambuco, 2014. https://repositorio.ufpe.br/handle/123456789/17730.
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O presente trabalho visa o estudo do desenvolvimento de competências argumentativas em estudantes do curso de Psicologia da UFPE a partir da experiência em uma disciplina eletiva do primeiro período do curso (doravante citada como DIP). Este estudo fez uso do banco de dados de um projeto-mãe chamado “O Debate Crítico como contexto de desenvolvimento do pensamento reflexivo”, projeto que adaptou para sala de aula o modelo do Debate Crítico para estimular o desenvolvimento do pensamento reflexivo através do ensino de habilidades argumentativas. O Debate Crítico foi primeiro proposto por Fuentes (2010), pensador chileno, onde o debate serviria como atividade de intensa atividade cognitiva e discursiva, e, para, além disto, atividade dialógica (consideração da voz do outro) e dialética (construção ponderada do conhecimento). Características que se mostraram interessantes para adaptação e aplicação no contexto de sala de aula na Universidade. Objetivo do trabalho é investigar de que maneira o desenvolvimento das competências argumentativas aprendidos em sala de aula podem ser observados longe de seu contexto de gênese, ou seja, em ambientes de configurações diferentes ao da sala de aula, de conteúdo, professor e condições da discussão. Entende-se desenvolvimento como processos de mudança que afetam de forma integral a constituição dos sujeitos, no caso deste estudo, se está diante de processos de mudança na do pensamento reflexivo, caracterizado sumariamente como processo de autorregulação do pensamento. Isto justifica a articulação com argumentação, aqui entendida como atividade cognitivo-discursiva de natureza dialógica/dialética que mobiliza de forma explícita a dimensão reflexiva da cognição. Este estudo filia-se à correntes qualitativas de metodologia da pesquisa em psicologia, em especial, focando nos aspectos discursivos dos dados construídos. Os participantes (3) foram estudantes que participaram da disciplina eletiva referida e que participaram de um debate atípico ocorrido em sala de aula. Foram analisados trechos de participações destes alunos em 5 situações diferentes de uso argumentativo, escolhidas em função do grau de afastamento da situação inicial: a participação no Debate Crítico em sala de aula, contexto esse entendido como o zero do ensino formal de argumentação para os alunos no ensino superior. As situações estudadas foram: o Debate Crítico, um momento atípico dentro da DIP, ciclo de aulas de outra disciplina do curso, um grupo focal temático e a solicitação de material de redes sociais onde o estudante acredite haver usado a argumentação. Os parâmetros de afastamento foram: as regras da interação entre os participantes, a temática da discussão, o contexto onde se inseria e a presença de mediador (professor ou pesquisador). A argumentação foi analisada a partir da unidade triádica formulada por Leitão que ajudará na identificação dos episódios argumentativos e em sua estrutura. Foi feita uma análise do discurso para investigar a transformação dos usos da argumentação em função do distanciamento do Debate Crítico. Os principais resultados deste estudo sugerem que a unidade de análise de Leitão consegue abarcar o fenômeno argumentativo em diferentes contextos discursivos de produção, que o ensino de argumentação ganha outras formas a medida que se afasta do contexto inicial: sendo o foco em justificar suas posições, o endereçamento, a caracterização de seus posicionamentos em forma de polêmicas entre duas posições e a consideração de posições alternativas marcas que sugerem desenvolvimento de competências aprendidas em sala de aula para além de contextos não escolares. O que leva a discussão dos diferentes propósitos que sustentam o ensino da argumentação em sala de aula: argumentação para construir conhecimento e para tomar posicionamento no mundo, ou seja, um modo de pensar e agir no mundo.
This work aims to investigate the development of argumentative competencies in UFPE undergraduate Psychology students from an experience in a non-mandatory course (futher addressed as IPC). This study used the data bank from the “mother-project” “Critical debate model as context of reflective thought development” which consisted in adapting a Critical Debate Model to classroom context in order to promote the development of reflective thought through teaching argumentative skills. The Critical Debate was first proposed by Fuentes (2010), Chilean thinker, where the debate would serve as an intense cognitive and discursive activity, and so, in addition, dialogical (consideration of the voice on the other) and dialectic (rational construction knowledge) enterprise. This works goal is to investigated how the development of argumentative competencies learned in classroom could be observed outside its context of genesis, in other words, in different settings of classroom, content, teacher and ground rules of discussion. Development is understood as the changing process that affects integrally the constitution of human beings, in the present study, we deal with the changing process of reflective thought briefly conceptualized as the self-regulated thinking. This justifies articulating argumentation studies, here understood as a discursive-cognitive dialogical activity which enables explicitly the reflective dimension of cognition. This study stands in the qualitative methodological background of psychological research, in special, focusing the discursive aspects of data analysis. The participants were (3) students enrolled in a non-mandatory Psychology course and were in the class when the atypical debate occurred. It was analyzed the discursive manifestation of the students if 5 different situations chosen due to the degree of deviation from the initial situation in the Critical Debate followed by: the atypical discussion, another Psychology course, focus group discussion and social network material chosen by the students were they used argumentation. The deviation degree criteria were: the ground rules of interaction, the themes discussed by the students, the institutional context and the presence of a discussion mediator. Our analysis was made through the triadic model proposed by Leitão which helped to identify argumentative episodes and its structure. It was made an discourse analysis to investigated the uses of argumentation in the different setting based of the deviation degree from the Critical Debate. The main results were that Leitão’s modeal of argumentation shows to have the potential to analyze broader types of argumentative activities (as the persistence of argumentative structures learned from one context to another). The developmental gains most persistent outside classroom were: the deepening of justification of positions, the addressing to a point of view, featuring one own position through polemic issues and question and the consideration of contrary positions as a form of constructing one’s own opinions. Which come to our conclusion that using argumentative setting in classroom is beneficial for cognitive development: as argumentation helping knowledge construction and to provide students tools for positioning in the world, in other words, develop ways of thinking and acting in the world.
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Siqueira, Gislane Aparecida Martins. "Superestrutura e operadores argumentativos como recursos retóricos em petições iniciais." Universidade Presbiteriana Mackenzie, 2009. http://tede.mackenzie.br/jspui/handle/tede/2283.
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This dissertation proposes linguistics analysis of the legal text Initial Petition, according to argumentative principles of semantics, aiming show the necessity of the linguistics approach for better interpretation and production of this kind of text. It focus on considerations about the Textual Linguistics, Discourse Genres, Legal Discourse, Rhetoric, Macrostrategics, Sketchy Strategies, Argumentative Operators and draw a parallel between the organizational composition of the Initial Petition and the statement of the discursive organization of the Sermon, quoted by Priest Antonio Vieira in the part VI of the his masterpiece Sermão da Sexagésima. The corpus this dissertation presents series of Initials Petitions that were analyzed in two aspects: (1) the organization of schematic structure the text, through the superstructure; (2) the argumentative organization, which takes place within the discourse, made by the argumentative operators. The former emphasizes the complicity relationship between the meaningful parts of the text, showing how this relationship leads the enunciatee to way pre-set by the enunciator; the latter emphasizes the way how the argumentative operators act, as rhetoric resource in the construction of the persuasive discourse; how often they appear, in this specific type of legal text and whether indicate different roles from those expressed by the specialized literature. Finally is verified, in the dissertation, the importance of knowledge linguistics resources in the production and interpretation of argumentative texts as the Initial Petition, emphasizing the contribution this kinds of study those who seek to improve this kind of discourse.
Esta dissertação propõe análises lingüísticas do texto jurídico Petição inicial, segundo princípios da semântica argumentativa, visando mostrar a necessidade da abordagem lingüística para melhor interpretação e produção desse tipo de texto. Para tanto, faz considerações acerca da Lingüística Textual, Gêneros Discursivos, Discurso Jurídico, Retórica, Macroestratégia, Estratégias Esquemáticas, Operadores Argumentativos e traça um paralelo entre a composição organizacional da Petição Inicial e a menção da organização discursiva de um Sermão, citada pelo Pe. Antônio Vieira, na VI parte de seu Sermão da Sexagésima. Como corpus é apresentada uma série de Petições Iniciais que foram analisadas, considerando-se dois aspectos: (1) a organização da estrutura esquemática do texto, por meio da superestrutura; (2) a organização argumentativa, que se dá no seio do discurso, constituída pelos operadores argumentativos. O primeiro destaca a relação de cumplicidade entre as partes significativas do texto, mostrando como ela conduz o enunciatário a um caminho pré-estabelecido pelo enunciador; o segundo, o modo como os operadores argumentativos atuam, como recurso retórico na construção do discurso persuasivo; com que freqüência aparecem, nesse tipo específico de texto jurídico e se apontam papéis diferentes dos explicitados pelas literaturas especializadas no assunto. Verifica-se, por fim, a importância do conhecimento dos recursos lingüísticos na produção e na interpretação de textos argumentativos, como a Petição Inicial, enfatizando a contribuição de estudos dessa natureza para aqueles que buscam o aprimoramento nesse tipo de discurso.
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Ge´lat, Mona. "Peer interaction, cognition and argumentative writing (Key Stage 2 children)." Thesis, Open University, 2001. http://oro.open.ac.uk/19941/.
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Argumentative writing, which has become a National Curriculum requirement, is recognised to be a cognitively taxing undertaking at Key Stage 2 This dissertation describes an experiment using a multiple research approach to investigate 10-year-olds in peer groups of three, interacting in preparation for a written argument. This situation was hypothesised to foster logical reasoning which could affect writing quality. The study contrasts the peer support strategy with the pervasive teacher direct instruction of composition writing, It also investigates the effects of each of the two conditions on the written task. Both experimentals and controls, each 33 in number, were selected to be quasi-equal in written, verbal and general abilities. Direct observations and talk transcripts show that the experimental participants used sustained deductive utterances and modelled the written argumentative structure verbally during their interactions. The teacher-led strategy, however, was constraining and hindered extended speech and logical reasoning. The peer learning and assistance process is explained in terms of both Vygotskian and Piagetian social constructivist perspectives. The subsequent written scripts were close-read, compared and evaluated both qualitatively and quantitatively in terms of (a) stating and instantiating viewpoints, (b) sequencing and coherence and (c) processing content material. The reasoning at micro-level within the clauses was quantified. Findings indicate that the experimentals significantly excelled the controls’ performance in both adjustment to argument form and the internal reasoning. It suggested that implementing the strategy at Key Stage 2 can be facilitating, particularly in large sized classes.
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Lu, Lu, and 卢鹿. "Metadiscourse and genre learning: English argumentative writing by Chinese undergraduates." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45996702.
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Crompton, Peter. "Theme in argumentative texts : an analytical tool applied and appraised." Thesis, Lancaster University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269238.
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McCarty, Ryan. "Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing." Thesis, University of Illinois at Chicago, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10295851.
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This dissertation reports design-based research that determined the characteristics of an effective intervention to improve adolescent historical argumentative writing. This study involved 89 diverse 11th grade students, including approximately 50% Hispanic students and 12% students with disabilities. It compared a treatment that taught students to write warrants using historical thinking to explain how evidence supports a claim, and a comparison treatment that taught students to find and evaluate evidence for particular claims and sides. Both groups read a text set about the controversy surrounding the explosion of the battleship U.S.S. Maine at the start of the Spanish-American War. The intervention was designed to improve student ability to 1) select effective warrants reflecting different types of historical thinking, 2) generate their own warrants when given a claim and evidence, and 3) write more effective warrants in their own argumentative essays. When the most reliable study measures were combined and analyzed using MANOVA, there was a significant overall treatment effect. Follow up ANOVAs indicated a statistically significant effect for selecting warrants, but not writing warrants. The mean difference was greatest in items reflecting corroboration, a heuristic that requires reading several documents and giving more weight to evidence found in common across accounts. Both conditions struggled to differentiate between more and less effective warrants. These findings matter because historical argumentative writing involves advanced literacy skills similar to those needed for online reading and engaged citizenship. Based on these findings, the intervention was refined to include additional scaffolding for collecting evidence across texts and explicit instruction in differentiating between more and less effective warrants. The findings were used to develop a theory of teaching argumentative writing to inform work in similar contexts. This theory emphasizes backwards planning of units centered around a historical controversy from the writing students will do at unit’s end. It emphasizes the importance of teachers reading historical texts closely themselves and identifying where students can use historical thinking heuristics to warrant claims about the historical controversy. Through this approach, students build understanding of content and disciplinary literacy skills simultaneously through reading, reasoning, and writing across texts.
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Accuosto, Pablo. "Mining arguments in scientific abstracts: Application to argumentative quality assessment." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/672856.
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Argument mining consists in the automatic identification of argumentative structures in natural language, a task that has been recognized as particularly challenging in the scientific domain. In this work we propose SciARG, a new annotation scheme, and apply it to the identification of argumentative units and relations in abstracts in two scientific disciplines: computational linguistics and biomedicine, which allows us to assess the applicability of our scheme to different knowledge fields. We use our annotated corpus to train and evaluate argument mining models in various experimental settings, including single and multi-task learning. We investigate the possibility of leveraging existing annotations, including discourse relations and rhetorical roles of sentences, to improve the performance of argument mining models. In particular, we explore the potential offered by a sequential transfer-learning approach in which supplementary training tasks are used to fine-tune pre-trained parameter-rich language models. Finally, we analyze the practical usability of the automatically-extracted components and relations for the prediction of argumentative quality dimensions of scientific abstracts.La mineria d’arguments consisteix en la identificació automàtica d’estructures argumentatives en el llenguatge natural, una tasca considerada com a especialment complexa en textos científics. En aquest treball proposem SciARG, un nou esquema d’anotació, i l’apliquem a la identificació d’unitats i relacions argumentatives en resums científics en dues disciplines: lingüística computacional i biomedicina, la qual cosa ens permet avaluar l’aplicabilitat del nostre esquema en diferents camps del coneixement. Utilitzem el nostre corpus per entrenar i avaluar models de mineria d’arguments en diversos contextos experimentals, entrenant cada tasca per separat i en un entorn multitasca. Investiguem la possibilitat d’aprofitar anotacions existents, incloent relacions de discurs i funcions retòriques d’oracions, per millorar el rendiment dels models de mineria de arguments. En particular, explorem el potencial que ofereix un enfocament d’aprenentatge per transferència en el qual s’utilitzen tasques d’entrenament suplementàries per afinar models lingüístics pre-entrenats. Finalment, analitzem l’´us pràctic dels components i relacions extretes automàticament dels textos per la predicció de diversos aspectes de la qualitat argumentativa de resums científics.
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Franco, Gallardo Elizabeth, and Von-Chrismar Claudia Guzmán. "The argumentative and the evaluative structures in two discourse types." Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/110208.
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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.In this research study, we have attempted to carry out the analysis of a series of linguistic texts which can be regarded as being typical representatives of the argumentative and evaluative discourse types characteristically found in the mass media. In a broad sense, the present study aims to examine the operation of the evaluative and the argumentative component in two text classes: newspaper editorials and art reviews. In order to achieve this objective, six editorials and six reviews (four film and two play reviews), selected from different on-line newspapers and art specialist websites, were analysed along the lines dictated by the descriptive models chosen for the study. In a narrow sense, it attempts to examine whether argumentation is at the service of evaluation or viceversa, as well as any possible interdependence between them.
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Iliadis, Georgios P. "The effectiveness of argumentative approaches to the design of software." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/33159.
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This thesis investigates the potential of design rationale to support software designers working on error-prone tasks. Throughout the thesis, I dually pursuit theoretical aspects of the design process as well as issues of support environments initially, the literature is reviewed for weak aspects of the design process, i.e. parts not supported by standard software tools. Our focus turns on the 'breakdowns', which correspond to cognitive difficulties faced by designers Interestingly enough, another research strand emphasizes on the recovery from such difficulties seeing it as facilitation of problem re-framing and generation of ideas. It is suggested that in order to facilitate that type of recovery transition, the decision-making process should be assisted through the sharing of expertise among design stakeholders.