Journal articles on the topic 'Argumentative'
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Graeff, Telisa Furlanetto, and Lauro Gomes. "A relação semântica entre linguagem verbal e não verbal em tiras, com base na semântica argumentativa (The semantic relation between verbal and nonverbal language in comic strips based on the argumentative semantics)." Estudos da Língua(gem) 13, no. 1 (June 30, 2015): 47. http://dx.doi.org/10.22481/el.v13i1.1278.
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Com base em princípios e conceitos da Teoria Argumentativa da Polifonia, este trabalho propõe-se verificar se a relação de sentido existente entre linguagem verbal e não verbal, no gênero textual tira, é comandada pelo linguístico. Para tanto, construiu-se, a partir dos enunciados de duas tiras, as matrizes de sentido que compreendem o conteúdo argumentativo, a atitude do locutor frente ao conteúdo e a pessoa responsável pelo conteúdo. Verificou-se que o sentido dos quadrinhos que contêm apenas linguagem não verbal está previsto na linguagem verbal, pela sua relação com os aspectos argumentativos do bloco semântico que a linguagem verbal permite evocar.PALAVRAS-CHAVE: Argumentação. Enunciação. Linguagem verbal. Linguagem não verbal.
ABSTRACTBased on principles and concepts especially of the Argumentative Theory of Polyphony, this study aims to verify if the meaning relation between verbal and nonverbal language, in the comic strip textual genre, is controlled by the linguistic. For that, there has been built up, in two comic strips, the matrix of sense of the utterances which comprises the argumentative content, the speaker’s attitude about the content and the person who is responsible for the content. It could be verified that the meaning of the comic strips that contain only nonverbal language is foreseen in the verbal language, by its relation with the argumentative aspects of the semantic block which the verbal language allows to evoke. KEYWORDS: Argumentation. Enunciation. Verbal language. Nonverbal language.
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Inácio, Daniele Alves. "A polifonia e os princípios argumentativos subjacentes ao discurso indígena Guarani." Cadernos do IL 1, no. 36 (March 6, 2008): 24–35. http://dx.doi.org/10.22456/2236-6385.18909.
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Este artigo tem como objetivo evidenciar os princípios argumentativos subjacentes aodiscurso indígena guarani. Para tanto, sustenta-se teoricamente na perspectiva da Teoria daArgumentação na Língua, desenvolvida por Ducrot (1984, 1988, 1989) e Anscombre e Ducrot (1995). Ocorpus utilizado na análise está constituído pela narrativa oral de um adulto indígena guarani falante doguarani e do português do Brasil. A análise dos dados aponta para o fato de que o informante utiliza osprincípios argumentativos ligados especificamente à comunidade indígena subjacentes às perspectivasenunciativas apresentadas em seus enunciados, orientando o locutor para determinadas conclusões.Também evidenciamos que as diferentes vozes presentes do discurso indígena guarani do informantereiteram alguns topoi, o que confere maior força argumentativa aos enunciados em que intervêm.PALAVRAS-CHAVE: Enunciação – Polifonia – Princípio Argumentativo RÉSUMÉ: Cet article vise à mettre en évidence les principes argumentatifs sous-jacents au discoursindigène guarani. Pour cela, on se base théoriquement sur la perspective de la Théorie del'argumentation dans la langue, développée par Ducrot (1984, 1988, 1989) et par Anscombre et Ducrot(1995). Le corpus utilisé pour l'analyse est constitué par le récit oral d'un parlant adulte indigèneguarani qui parle le guarani et le portugais du Brésil. L'analyse des donnés indique que l'informateurutilise les principes argumentatifs liés spécifiquement à la communauté indigène, sous-jacents auxperspectives enonciatives présentés dans ses énoncés, orientant le locuteur vers certaines conclusions.Nous avons aussi remarqué que les différentes voix présentes dans le discours de l'informateur réitérentcertains topoi, ce qui donne plus de force argumentative aux énoncés où il intervient.MOTS-CLÉS: Énonciation – Polyphonie – Principe Argumentatif
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Hassan, Raad Ahmed, and Lubna Hussein Salman. "The Argumentative Elements Of Discours In The Plague For Albert Camus Les éléments argumentatifs dans le discours de La Peste d’Albert Camus." Journal of the College of languages, no. 45 (January 2, 2022): 150–60. http://dx.doi.org/10.36586/jcl.2.2022.0.45.0150.
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Argumentation is not a contemporary, yet a deep rooted intellectual phenomenon dates back to Romans and Greeks times. The argumentative elements ,the author is trying to convey to the reader, are linguistic procedures aim at persuading and being persuaded of what is true. The present study traces, through Camus’ novel The plague, the best method to construct argumentative techniques used to express the author’s deep philosophies. Résumé L’argumentation n’est pas un phénomène intellectuel nouveau, ses origines reviennent aux savants grecs et romains. Elle est une activité langagière ayant pour objectif de justifier un raisonnement en vue de persuader et convaincre l’autre. Cette argumentation est au centre des discours. Camus essaye juste de transmettre d’une manière argumentative un message au lecteur. C’est cette constatation qui sera l’objet de ce présent travail dans lequel nous allons savoir comment se construit le discours philosophique et argumentatif à travers le roman intitulé La Peste. Ensuite nous allons analyser les éléments argumentatifs que Camus met en scène pour transmettre sa philosophie à son lecteur.
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Fonseca Guerra, Odalis, Belkis Rosa Cabrera Vázquez, and Luisa María Vázquez Pérez. "El texto argumentativo, su construcción y potencialidades para el desarrollo de la comunicación." Revista Cognosis 7, no. 2 (June 27, 2022): 01–12. http://dx.doi.org/10.33936/cognosis.v7i2.4817.
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El presente artículo se deriva de una tesis de maestría dirigida a favorecer la construcción de textos argumentativos escritos. A partir del estudio y análisis de la superestructura esquemática y de los recursos lingüísticos que rigen en el texto argumentativo, las autoras ofrecen indicadores generales para la construcción y evaluación de esta tipología textual. PALABRAS CLAVE: construcción de textos; texto argumentativo; superestructura esquemática; recursos lingüísticos; indicadores. The argumentative text, its construction, and potentialities for the development of communication ABSTRACT The present article is derived from a mastership thesis directed to favor the building of written argumentative texts. Through the study and analysis of the schematic superstructure and the linguistic resources that rule in the argumentative text, the authoresses offer general indicators for the construction and evaluation of this textual typology. KEYWORDS: text building; argumentative text; schematic superstructure; linguistic resources; indicators.
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Brossais, Emmanuelle, Nathalie Panissal, and Claudine Garcia-Debanc. "Analyses plurielles d’un débat entre élèves. Émergence d’une méthode d’analyse thématico-argumentative." Cahiers de recherche sociologique, no. 54 (July 24, 2014): 113–40. http://dx.doi.org/10.7202/1025995ar.
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Quelles méthodes d’analyse de discours permettent de rendre compte de pratiques dialogales argumentatives orales ? Le corpus analysé est un débat entre élèves de quatrième année de l’enseignement secondaire français, provoqué dans le cadre d’une ingénierie d’éducation citoyenne aux nanotechnologies. La confrontation de cadres théoriques en didactique des Questions Socialement Vives (QSV), en Sciences du Langage et en didactique du français langue première, nous amène à proposer une étude d’un débat argumenté entre élèves sur des QSV relatives aux nanotechnologies. Nous présentons l’intérêt et les limites d’une analyse thématique de contenu (Bardin, 1977) et d’une analyse du discours argumentatif (Plantin, 1996). Nous proposons une méthode d’analyse inédite des interactions langagières orales, baptisée analyse thématico-argumentative. Elle permet d’étudier les thèmes dans la dynamique temporelle du déroulement du débat et de rendre compte de l’orientation argumentative des énoncés. Elle se réfère à de nouveaux concepts pour rendre compte des moments argumentatifs.
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Xavier, Gisele Pereira De Oliveira, and Marcelo Almeida Bairral. "FÓRUM DE DISCUSSÃO ONLINE: experiências e formação continuada em matemática." Cadernos de Pesquisa 24, no. 1 (May 24, 2017): 101. http://dx.doi.org/10.18764/2178-2229.v24n1p101-113.
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O objetivo deste artigo é elucidar reflexões de experiências docentes que podem ser encontradas em interações argumentativas em fóruns de discussão online. Os dados foram coletados em um fórum para formação continuada em Matemática de professores da rede estadual que atuavam na EJA no 1º semestre de 2014. A análise evidencia o potencial argumentativo que as interações estabelecidas na reflexão online podem trazer para a aprendizagem dos envolvidos. Particularmente, reflexões de cunho argumentativo têm se mostrado um campo discursivo fértil para socialização e aprimoramento de práticas e experiências profissionais. Reconhecer singularidades discursivas nas interações é importante, inclusive, na construção de estratégias para manter a cumplicidade do coletivo profissional. Palavras-chave: Fórum de discussão. Formação continuada. Matemática. Interações online.DISCUSSION FORUM ONLINE: experience and continued training in mathematics.Abstract: The aim of this paper is to elucidate reflections of teaching experiences that can be found in argumentative interactions in online discussion forums. Data were collected on a forum for in service mathematics teachers who worked with youth and adult education in the first semester of 2014 in state schools. The analysis highlights the potential of argumentative interactions established in the online reflection and it importance for the learning of the participants. Particularly argumentative reflections have shown a fertile discursive field for socialization and improvement of practices and professional experiences. To recognize discursive singularities in online interactions is important, even in the construction of strategies to keep the complicity of the professional collective.Keywords: Discussion forum. In service teacher education. Mathematics. Online interactions. FORO DE DISCUSIÓN EN LÍNEA: experiencias y formación contínua en matemáticas. Resumen: El objetivo de este trabajo es presentar reflexiones de experiencias de enseñanza que se pueden encontrar en las interacciones argumentativos en los foros de discusión en línea. Los datos se recogieron en un foro para la formación continua de profesores de matemáticas que actuaron en la educación de jóvenes y adultos en el primero semestre de 2014 en escuelas estatales. El análisis pone de relieve el potencial que las interacciones argumentativas establecidas en la reflexión en línea pueden traer al aprendizaje de los involucrados. En particular, la naturaleza argumentativa de las reflexiones ha demostrado ser un campo discursivo fértil para la socialización y la mejoría de las prácticas y experiencias profesionales. Reconocer singularidades en las interacciones discursivas es importante, incluso para la construcción de estrategias para mantener la complicidad del colectivo profesional.Palabras clave: Foro de discusión. Educación continua. Matemática. Interacciones en línea.
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Lewinski, Marcin. "Speech Act Pluralism in Argumentative Polylogues." Informal Logic 41, no. 3 (September 9, 2021): 421–51. http://dx.doi.org/10.22329/il.v41i3.6855.
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I challenge two key assumptions of speech act theory, as applied to argumentation: illocutionary monism, grounded in the idea each utterance has only one (primary) illocutionary force, and the dyadic reduction, which models interaction as a dyadic affair between only two agents (speaker-hearer, proponentopponent). I show how major contributions to speech act inspired study of argumentation adhere to these assumptions even as illocutionary pluralism in argumentative polylogues is a significant empirical fact in need of theoretical attention. I demonstrate this with two examples where arguers interacting with multiple persons convey plural, argumentatively relevant illocutionary forces. Understanding illocutionary pluralism in argumentative polylogues also affords a better account of fallacious and manipulative discourse.
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López Trujillo, Martha Inés, Fuensanta Hernández Pina, and María Teresa Caro Valverde. "Análisis microetnográfico sobre el desarrollo lectoescritor del comentario argumentativo de textos en estudiantes de Medicina de la Universidad El Bosque." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 61–84. http://dx.doi.org/10.6018/educatio.460441.
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Esta investigación presenta como objetivo el análisis etnográfico de las prácticas discentes y docentes vinculadas al desarrollo innovador de la lectura y el comentario argumentativo de textos multimodales en estudiantes de la asignatura Lectura, Escritura y Argumentación (LEA), de la Facultad de Medicina de la Universidad El Bosque (Bogotá). Desde un enfoque constructivista, se ha aplicado una metodología mixta, con énfasis en el componente microetnográfico, en el contexto del aula, por medio de encuesta de autopercepción lectora y de prueba de lectura construida ad hoc para caracterizar al grupo de estudiantes objeto de esta investigación. Como complemento a lo anterior, se ha realizado observación en el aula con registro en el diario de campo, así como entrevistas al decano de la Facultad, a los discentes y a los docentes. El análisis de los comentarios con rúbrica de evaluación y con el programa Nvivo, así como la triangulación de todos los datos recogidos, han puesto de manifiesto las diferencias y deficiencias en la comprensión lectora y la escritura de los estudiantes en los comentarios argumentativos. Igualmente, se ha comprobado la relación determinante que tales competencias comunicativas ejercen sobre la capacidad argumentativa. Como consecuencia, se propone el reto didáctico de mejorar el comentario argumentativo de textos multimodales con estrategias intertextuales útiles para desarrollar las competencias comunicativas y fortalecer la formación biopsicosocial y cultural de los futuros médicos From an ethnographic perspective, this study aims to explore (i) the learning and teaching practices that are linked to the innovative development of reading; and (ii) the argumentative commentary of multimodal texts produced by students enrolled in the Reading, Writing and Argumentation subject (LEA for its abbreviation in Spanish), at the School of Medicine of Universidad El Bosque (Bogotá). From a constructivist approach, a mixed methodology was applied, with a focus on the microethnographic component, within a classroom context, through a self-perception reading survey, and a constructed ad hoc reading test to characterize the group of students. Besides, class observations were included in a field diary and interviews conducted with the dean of the School, the students and the lecturers. The analysis of comments with an evaluation rubric and the Nvivo program, as well as the triangulation of all the collected data, revealed differences and deficiencies in students’ reading comprehension and argumentative writings. Likewise, the relationship that such communicative competence exert on the students’ argumentative capacity was verified. As a consequence, the didactic challenge of improving the argumentative commentary of multimodal texts with useful intertextual strategies is proposed as a way to develop communication skills and strengthen the biopsychosocial and cultural training of future doctors.
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Nasihah, Durotun, and Sonny Elfiyanto. "ARGUMENTATIVE WRITING CONSTRUCTION OF EFL WRITING CLASS THROUGH DECLARATIVE SPEECH ACTS APPROACH." IJEE (Indonesian Journal of English Education) 9, no. 2 (December 29, 2022): 192–210. http://dx.doi.org/10.15408/ijee.v9i2.28522.
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ABSTRACTThis study investigates how Indonesian undergraduate EFL students construct argumentative essays through critical discussion using Declarative speech acts and pragmatic approaches. This study employed a qualitative research method. The data consist of argumentative essays authored by undergraduate students majoring in English at a private university in Indonesia (N=34). Students worked in pairs to discuss a controversial topic, separated into protagonist and antagonist groups. The analysis showed that students used four steps of argumentation: confrontation, opening, argumentation, and conclusion. Most students used confrontation and opening stages in the introduction, argumentation stage in developing a paragraph, and end with a conclusion. To understand the purpose of argumentation, the students used four types of speech acts, which have different functions: assertive, commissive, declarative, and directive speeches. Implementing the declarative speech acts theory helps the students comprehend argumentative writing and trains them to have good critical thinking in resolving different opinions. ABSTRAKPenelitian ini mengkaji bagaimana siswa EFL Indonesia menuliskan esai argumentatif melalui diskusi kritis dengan menggunakan pendekatan pragma-dialektika Van Eemeren dan Grootendorst (1970) dan pragmatis Searle (1969). Penelitian ini menggunakan metode kualitatif. Data berasal dari esai argumentatif semester ketiga yang ditulis oleh mahasiswa Indonesia di jurusan bahasa Inggris. Tiga puluh empat siswa di kelas menulis mendiskusikan topik yang berbeda. Siswa bekerja berpasangan untuk mendiskusikan topik kontroversial, dipisahkan menjadi kelompok protagonis dan antagonis. Analisis mengklaim bahwa siswa menggunakan empat langkah argumentasi: konfrontasi, pembukaan, argumentasi, dan kesimpulan. Penelitian ini menemukan bahwa sebagian besar siswa menggunakan tahap konfrontasi dan pembukaan dalam pendahuluan, tahap argumentasi dalam mengembangkan paragraf, dan diakhiri dengan kesimpulan. Untuk mengetahui tujuan penggunaan argumentasi, siswa menggunakan empat tindak tutur, yang memiliki fungsi berbeda: asertif, komisif, deklaratif, dan direktif. Menerapkan teori pragma-dialektika membantu siswa memahami tulisan argumentatif dan melatih mereka untuk memiliki pemikiran kritis yang baik dalam menyelesaikan pendapat yang berbeda.How to Cite: Nasihah, D., Elfiyanto, S. (2022). Argumentative Writing Construction of EFL Writing Class Through Declarative Speech Acts Approach. IJEE (Indonesian Journal of English Education), 9(2), 192-210. doi:10.15408/ijee.v9i2.28522
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Barbaud, Philippe. "L’opérateur de restriction ne… que et l’argumentation." Revue québécoise de linguistique 15, no. 1 (May 27, 2009): 153–70. http://dx.doi.org/10.7202/602552ar.
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Résumé La double particule ne… que qui marque la restriction en français standard est souvent utilisée à des fins argumentatives. L’auteur soumet l’analyse de cet opérateur à la concurrence de deux théories, celle des échelles argumentatives d’Oswald Ducrot et celle des échelles pragmatiques de Gilles Fauconnier. Il ressort de cette confrontation que si l’on impute à ne… que un pouvoir argumentatif, c’est en vertu de l’implication pragmatique d’appartenance véhiculée par cet opérateur et non en vertu d’une propriété argumentative inhérente à son interprétation sémantique.
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Labinaz, Paolo, and Marina Sbisà. "Argumentation as a dimension of discourse." Pragmatics and Cognition 25, no. 3 (December 31, 2018): 602–30. http://dx.doi.org/10.1075/pc.18024.lab.
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Abstract The aim of this paper is to explore the status of argumentative discourse. We argue that argumentation can contribute to instances of different discourse genres, regardless of whether it is functional to their purposes. By analyzing examples from the daily press in the light of an approach to discourse analysis inspired by pragmatics, we show that also texts that are not expected to be argumentative have underlying argumentative structures and that a text’s being argumentative is a matter of degree: the understanding of underlying argumentative structures contributes to a varying extent to the understanding of what a text as a whole means and of its point in the speech situation. This role of argumentative structures in text understanding suggests considering argumentation as a cognitively-based dimension of discourse, connected to human rationality.
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Lu, Chunxia. "A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process." English Linguistics Research 8, no. 2 (May 27, 2019): 16. http://dx.doi.org/10.5430/elr.v8n2p16.
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Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.
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Bahari, Aireen Aina, Haddi Junaidi Kussin, Raja Nor Safinas Raja Harun, Misrah Mohamed, and Norfaizah Abdul Jobar. "The limitations of conducting collaborative argumentation when teaching argumentative essays in Malaysian secondary schools." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1111–22. http://dx.doi.org/10.24815/siele.v8i3.19287.
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The writing of argumentative essays promotes higher-order thinking skills amongst students regardless of their level of studying only when it involves collaborative argumentation. Hence, argumentation researchers recommend that teachers use group argumentation to teach argumentative essays since Vygotsky’s sociocultural theory believed that group argumentation improves students’ writing skills. The study’s objective is to explore the use of group argumentation during the teaching of argumentative essays in English as a Second Language (ESL) classrooms in Malaysia. Hence, the involvement of practitioners is significant so that the full extent of the problem is known rather than being interpreted solely by researchers. This qualitative study was conducted on nine ESL teachers through convenience sampling. Data was collected through online interviews and analyzed using thematic analysis. The findings demonstrated that ESL teachers did not practice group argumentation when teaching argumentative essays. They resorted to the whole-class discussion instead. Five factors contribute to the negligence of group argumentation in ESL classrooms, that is, time, pressure to deliver curriculum, students’ attitude, students’ speaking skills, and the use of the first language (L1). The findings indicated that it is necessary to promote the teaching of argumentative essay writing using group argumentation as one of the teaching approaches in secondary schools to ensure students reap the benefits of collaborative learning to improve their argumentation skills.
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Villarroel, Constanza, Mercè Garcia-Mila, Mark Felton, and Andrea Miralda-Banda. "Effect of argumentative goals in the quality of argumentative dialogue and written argumentation / Efecto de la consigna argumentativa en la calidad del diálogo argumentativo y de la argumentación escrita." Infancia y Aprendizaje 42, no. 1 (January 2, 2019): 37–86. http://dx.doi.org/10.1080/02103702.2018.1550162.
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Zhang, Wei, Ya Nan Zhang, Shao Sheng Guo, and Xian Zhen Ma. "Jess-Based Argumentative E-Commerce Negotiation System." Advanced Materials Research 989-994 (July 2014): 4617–20. http://dx.doi.org/10.4028/www.scientific.net/amr.989-994.4617.
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Based on Dung’s argumentation framework, using Dung’s extended argumentation semantics, importing reasoning argument and fact argument, design and implementing Jess-based argumentative E-commerce system, the system has important significance and high reference value for studying E-commerce argumentative negotiation systems.
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Azevedo, Tânia Maris de. "Gradualidade, uma constante na semântica argumentativa (Gradualité, une constante dans la sémantique argumentative)." Estudos da Língua(gem) 13, no. 1 (June 30, 2015): 81. http://dx.doi.org/10.22481/el.v13i1.1280.
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Este artigo tem por objetivo analisar o conceito de gradualidade, criado e desenvolvido pela Semântica Argumentativa, de Oswald Ducrot e colaboradores. Esse conceito foi inicialmente divulgado em 1973, quando da publicação francesa de La preuve et le dire, de Ducrot, no capítulo 13, Les échelles argumentatives, e permanece, é o que tentarei mostrar neste estudo, ao longo das várias versões da Teoria da Argumentação na Língua, incluindo a última, a Teoria dos Blocos Semânticos. A gradualidade é uma relação semântica estabelecida entre palavras, no âmbito do sistema linguístico, a qual fortalece ou enfraquece argumentativamente as expressões assim relacionadas.PALAVRAS-CHAVE: Semântica Argumentativa. Conceito de gradualidade. Evolução do conceito.
RÉSUMÉL’objectif de cet article est celui d’analyser le concept de gradualité, crié et développé par la Sémantique Argumentative, de Oswald Ducrot et collaborateurs. Ce concept a été initialement divulgué en 1973, lors de la publication française de La preuve et le dire, de Ducrot, dans son treizième chapitre, Les échelles argumentatives, et il demeure, c’est ce que j’essayerai de montrer dans cette étude, au long des différentes versions de la Théorie de l’Argumentation dans la Langue, y incluse la dernière, la Théorie des Blocs Sémantiques. La gradualité est une relation sémantique établie entre des mots, dans le domaine du système linguistique, qui renforce ou affaiblie argumentativement les expressions ainsi reliées.MOTS-CLÉS: Sémantique Argumentative. Concept de gradualité. Evolution du concept.
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Forceville, Charles, and Jens E. Kjeldsen. "The affordances and constraints of situation and genre." International Review of Pragmatics 10, no. 2 (June 11, 2018): 158–78. http://dx.doi.org/10.1163/18773109-01002002.
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Abstract Visuals are generally considered to be rich in information, but also to be open to many different interpretations. As a consequence, many argumentation scholars doubt that visuals can constitute argumentation (e.g. Fleming, 1996; Johnson, 2003, 2010; Patterson, 2010). In this paper, we argue that the rhetorical and argumentative potential of visuals and multimodal texts is strengthened if they belong to recognizable genres, genres being governed by discourse-internal factors as well as situational/pragmatic understanding. The genre of traffic signs can draw on specific genre conventions thanks to these signs’ highly coded nature. As a consequence, traffic signs constitute an exemplary category to make the point that visuals and multimodal texts can function rhetorically or even argumentatively. We support our claim by first analysing a number of unusual instances of the genre and then discussing a few visual and multimodal signs whose argumentative potential no longer depends on specific traffic-related circumstances but crucially depends on the pretence that they are traffic signs.
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Convertini, Josephine, and Francesco Arcidiacono. "Embodied Argumentation in Young Children in Kindergarten." Education Sciences 11, no. 9 (September 7, 2021): 514. http://dx.doi.org/10.3390/educsci11090514.
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In kindergarten, children are usually engaged with both verbal activities and non-verbal activities, often requiring the manipulation of physical objects. During technical tasks (e.g., problem solving), children can use argumentation as one of the languages of science that mediates how they interact with the surrounding world. In this paper, we focused on technical tasks in kindergarten in order to understand to what extent activities requiring the manipulation of physical objects also leave space for argumentation. The study involved 25 children engaged in three problem-solving activities requiring the manipulation of Lego® and some recycled materials. To analyze the non-verbal (embodied) side of the argumentative activities, we firstly identified the argumentative structure of each exchange involving the participants. Then, we focused on segments of “incomplete” argumentative dialogues (i.e., presenting only some elements typical of children’s argumentation) by appealing to multimodal representations (speech, gestures, and physical objects). The findings of the study showed that even apparently incomplete exchanges can have an argumentative function generated by non-verbal elements of the interactions. Investigating the role of embodied argumentation during technical tasks in kindergarten can allow teachers to recognize and further develop children’s argumentative resources.
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Ruiz Díaz Arce, Sergio Daniel. "O exercício progressivo dos direitos da criança: as premissas da corte interamericana de direitos humanos sob a perspectiva dos acordos argumentativos propostos por Perelman e Olbrechts-Tyteca | The progressive exercise of children's rights: the premises of the Inter-American Court of Human Rights from the perspective of the argumentative agreements proposed by Perelman and Olbrechts-Tyteca." Mural Internacional 11 (November 26, 2020): e48101. http://dx.doi.org/10.12957/rmi.2020.48101.
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O trabalho tem como objetivo identificar os acordos argumentativos utilizados pela Corte Interamericana de Direitos Humanos em suas decisões, para determinar o conteúdo e alcance do exercício progressivo de direitos por parte de crianças e adolescentes. Para isso, foram analisados três casos contenciosos deste tribunal, a partir de um esquema de classificação de premissas, conforme a proposta de Chaïm Perelman e Lucie Olbrechts-Tyteca. Nesse sentido, esta pesquisa procura mostrar a importância do Sistema Interamericano de Direitos Humanos na construção de premissas argumentativas e também para a garantia dos direitos consagrados nos instrumentos internacionais de direitos humanos.Palavras-chave: Direitos da criança; Corte Interamericana de Direitos Humanos; Argumentação jurídica. ABSTRACTThis article aims to identify the argumentative agreements used by the Inter-American Court of Human Rights in its decisions, to determine the content and scope of the progressive exercise of rights by children and adolescents. For this, three contentious cases of this court were analyzed, based on a classification scheme of premises, according to the proposal of Chaïm Perelman and Lucie Olbrechts-Tyteca. In this sense, this research seeks to show the importance of the Inter-American System of Human Rights in the construction of argumentative premises, in addition to guaranteeing the rights enshrined in international human rights instruments.Keywords: Children’s rights; Inter-American Court of Human Rights; Legal argumentation. Recebido em 31 jan. 2020 | Aceito em 19 jul. 2020
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Van Haaften, Ton. "Argumentative Strategies and Stylistic Devices." Informal Logic 39, no. 4 (December 14, 2019): 301–28. http://dx.doi.org/10.22329/il.v39i4.6037.
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The extended pragma-dialectical argumentation theory assumes that people engaged in argumentative discourse manoeuvre strategically. In argumentative reality, the strategic manoeuvring is often carried out according to an argumentative strategy. Language users make an effort to present their strategic manoeuvres in a specific way and the analysis of the stylistic choices in actual argumentative discourse is the most important basis for identification and analysis of argumentative strategies. In this article, it is shown what requirements must be satisfied by a systematic stylistic analysis of argumentative discourse, and the results of such an analysis are illustrated by means of a case study.
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Mercier, Hugo. "Some Clarifications about the Argumentative Theory of Reasoning. A Reply to Santibáñez Yañez (2012)." Informal Logic 32, no. 2 (June 13, 2012): 259. http://dx.doi.org/10.22329/il.v32i2.3598.
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In “Mercier and Sperber’s Argumentative Theory of Reasoning: From Psychology of Reasoning to Argumentation Studies” (2012) Santibáñez Yañez offers constructive comments and criticisms of the argumentative theory of reasoning. The purpose of this reply is twofold. First, it seeks to clarify two points broached by Yanez: (1) the relation between reasoning (in this specific theory) and dual process accounts in general and (2) the benefits that can be derived from reasoning and argumentation (again, in this specific theory). Second, it suggests one domain—the categorization of arguments—in which argumentation studies and the argumentative theory of reasoning could usefully complement each other to yield a better understanding of the processes of argumentation.
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van Eemeren, Frans H. "Context-dependency of argumentative patterns in discourse." Journal of Argumentation in Context 6, no. 1 (March 31, 2017): 3–26. http://dx.doi.org/10.1075/jaic.6.1.01eem.
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Abstract This introductory article concludes the examination of prototypical argumentative patterns manifesting themselves in communicative activity types in the political, legal and medical domain reported in this special issue of the Journal of Argumentation in Context (JAIC) and an earlier special issue of the journal Argumentation (2016, 30(1)). First, the results pertaining to the use of pragmatic argumentation in the main argumentation of prototypical argumentative patterns in the various domains are described that were reported in the latter issue. Next, the results are described which are reported in this issue of JAIC; they pertain to prototypical argumentative patterns in the various domains that come into being as a result of the employment of an argument scheme in the main argumentation that is perfectly suited for being used in a certain communicative activity type in a specific domain. In the following section an overview is provided of the most conspicuous differences in the prototypical argumentative patterns between the various communicative domains caused by the institutional preconditions for strategic maneuvering in the communicative activity types that were examined. Finally, some general conclusions are discussed.
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Tandiana, Soni Tantan. "PENGARUH TEKNIK PEMBELAJARAN DAN KEMAMPUAN BERPIKIR TERHADAP KETERAMPILAN MENULIS ARGUMENTATIF." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 15, no. 1 (August 30, 2017): 9–21. http://dx.doi.org/10.21009/bahtera.151.02.
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Penelitian ini bertujuan untuk menemukan pengaruh teknik pembelajaran (mind mapping, jumal) dan kemampuan berpikir (kritis, kreatif) terhadap keterampilan menulis argumentatif bahasa Inggris mahasiswa semester III Program Studi Pendidikan Bahasa Inggris FKIP Universitas Siliwangi. Penelitian menggunakan metode eksperimen dengan rancangan faktorial 2x2. Hasil tes keterampilan menulis argumentatif dan hasil tes kemampuan berpikir dianalisis menggunakan desain AN0 VA dua j alur pada taraf signifikansi 0,05. Dengan multistage random sampling dipilih sampel sebanyak 52 orang dari populasi sebanyak 188 orang. Temuan penelitian menunjukkan: (1) keterampilan menulis argumentatif dengan pembelajaran teknik mind mapping lebih baik daripada dengan teknik jumal; (2) keterampilan menulis argumentatif dengan kemampuan berpikir kritis lebih baik daripada kemampuan berpikir kreatif; (3) terdapat interaksi antara teknik pembelajaran, kemampuan berpikir dan keterampilan menulis argumentatif; (4) keterampilan menulis argumentatif dengan kemampuan berpikir kritis, belajar dengan teknik mind mapping lebih baik daripada dengan teknik jumal; (5) keterampilan menulis argumentatif dengan kemampuan berpikir kreatif, belajar dengan teknik mind mapping lebih rendah daripada dengan kemampuan berpikir kreatif dengan teknik jumal; (6) keterampilan menulis argumentatif dengan kemampuan berpikir kritis, belajar dengan teknik mind mapping lebih baik daripada dengan teknik jumal; (7) keterampilan menulis argumentatif dengan kemampuan berpikir kreatif, dengan pembelajaran teknik mind mapping lebih rendah daripada dengan teknik jumal.
The objective of this research is to find out the effect of instructional techniques (mind mapping, journal) and thinking ability (critical, creative) toward the students' argumentative writing skill of the third semester of English Department, FKIP Siliwangi University Tasikmalaya, academic year 2013/2014. This research was an experimental research with factorial design 2x2 using two-factor ANOVA at 0.05 significance level. The sample was 52 students selected by cluster random sampling technique. The data were collected using argumentative writing tests in English and thinking ability tests. The research finding showed: (1) the students' argumentative writing skill studying with mind mapping technique was better than by journal technique; (2) the students' argumentative writing skill for the students who have critical thinking ability was better than those who have creative thinking ability; (3) there was interaction between instructional techniques and thinking abilities toward argumentative writing skill; (4) the students' argumentative writing skill for the students who have critical thinking ability studying with mind mapping technique was better than those studying with journal technique; (5) the students' argumentative writing skill for the students who have creative thinking ability studying with journal technique was better than those studying with mind mapping technique; (6) the students' argumentative writing skill studying with mind mapping technique for the students who have critical thinking ability was better than those who have creative thinking ability; (7) the students' argumentative writing skill studying with journal technique for the students who have creative thinking ability was better than the students who have critical thinking ability. It can be inferred that instructional techniques and thinking abilities significantly affect the students' argumentative writing skill, and instructional techniques and thinking abilities affect each other.
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Bletsas, Marina. "Paroemiological argumentation in Italian and French journalistic discourse." Journal of Argumentation in Context 11, no. 2 (October 6, 2022): 180–99. http://dx.doi.org/10.1075/jaic.21003.ble.
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Abstract Proverbs are often used in argumentation to convey an epistemic or deontic point of view. While their argumentative potential has not failed to gain the attention of linguists, much remains to be done in terms of analyzing their pragmatic function in single argumentative contexts and languages. With a view to this desideratum, and embracing a contrastive perspective, I pose the question of the argumentative role of proverbs in Italian and French journalistic discourse. In a pragma-dialectical framework, I take the rhetorical perspective to pertain to argumentation as much as the dialectical one and show the potential of proverbs in both spheres. However, I then focus mainly the former perspective, showing how paroemiological argumentation can help mitigate the difference of opinion especially in the case of dissent and facilitate argumentative effectiveness thanks to protagonist-centered and antagonist-oriented strategies involving linguistic polyphony and non-directness.
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Grundler, Elke, Sara Rezat, and Sabine Schmölzer-Eibinger. "Positionierungen in argumentativen Gesprächen und Briefen der Schule." Zeitschrift für Angewandte Linguistik 72, no. 1 (April 8, 2020): 99–127. http://dx.doi.org/10.1515/zfal-2020-2026.
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AbstractThe current research in the field of argumentation in school contexts predominantly focuses on the development of oral and written argumentation skills and interventions to improve students’ argumentative skills, while comparative studies of argumentative practices in different modes, particularly the linguistic features of oral versus written argumentative practices, are still rare. To close this gap, our study investigates argumentative oral and written practices of students in secondary school to answer the question whether the mode has an influence on the use of specific procedures and linguistic features. We examined how students express their stance on a controversial issue linguistically (Positionierung) by analyzing a small corpus of argumentative discussions and letters by 12th grade students. The results of the study show that while students use similar procedures and linguistic features in both modes, they are more varied and multifaceted in discussions, i. e. oral communication, than in letters, i. e. written communication.
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Buć, Bartosz. "Argumentationsindikatoren in deutschen, polnischen und englischen Interviews. Versuch einer vergleichenden Analyse nach der pragma-dialektischen Typologie der Argumentationsschemata." Germanica Wratislaviensia 143 (December 17, 2018): 119–33. http://dx.doi.org/10.19195/0435-5865.143.8.
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Um Textpassagen in Bezug auf ihre argumentative Funktion zu untersuchen, braucht man geeignete Werkzeuge, die als argumentative Indikatoren verstanden werden können. Ihre Rolle als wirksames Mittel der Argumentationsanalyse wurde in einigen Beiträgen beschrieben. Allerdings ist die Frage, ob sie in verschiedenen Sprachen anwendbar sind, noch nicht beantwortet. Nach der Pragma-Dialektik kann jede Argumentation auf ein bestimmtes Argumentationsschema zurückgeführt werden. Darum kann die Argumentation auf einer Analogie, einem Kausalverhältnis und einem symptomatischen Verhältnis beruhen. Darüber hinaus gibt es typische Argumentationsschemata, die angewendet werden können, um festzustellen, welche Art von Argument verwendet wird. Im Mittelpunkt dieser Arbeit steht die Zusammenstellung von Indikatoren für drei Argumentationsschemata. So wird versucht, auf der Grundlage der Analyse von Interviews zu bestimmen, welche Wörter und Phrasen für die Identifizierung der Art der Argumentation nützlich sein können.Argumentative indicators in German, Polish and English interviews. Attempt of a comparative analysis according to the pragma-dialectical typology of the argumentation schemesTo examine passages of text in terms of its argumentative function one needs appropriate tools understood as argumentative indicators. Their role as an effective means of the argumentation analysis has been described in some contributions. However, the question if they are applicable in different languages, has not been answered yet. According to the pragma-dialectics every argumentation can be attributed to a specific argumentation scheme. Therefore, argumentation can be based on: a relation of analogy, a causal relation and a symptomatic relation. Furthermore, there are typical argumentative models that can be applied in order to determine what type of argument is used. The focus of this paper is to compile indicators of three argumentation schemes. Thus, it is attempted to determine on the basis of the analysis of interviews, which words and phrases can be useful for identifying the type of argumentation.
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Brambilla, Emanuele. "Antifascist argumentation in Giacomo Matteotti’s 1924 speech to the Italian Parliament." Journal of Argumentation in Context 11, no. 1 (March 8, 2022): 27–46. http://dx.doi.org/10.1075/jaic.21022.bra.
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Abstract Decades after the Second World War, fascism is still rife in Europe. After acknowledging a certain difficulty on the part of contemporary antifascist arguers to affirm their tenets and discredit those of their opponents, this investigation looks back at the past to examine an inspiring antifascist speech. The speech that socialist leader Giacomo Matteotti delivered to the Italian Parliament in 1924 is analysed though the methodological lens of Pragma-dialectics, focusing on the notions of strategic manoeuvring, argumentative structure and argumentative style. The results show that Matteotti’s argumentation against the fascists hinged on facts and rules as premises of argumentation. The speaker supported his arguments with factual evidence and organised them in a multiple argumentation structure. In addition, he “dressed up” his speech, apparently characterised by a detached argumentative style, with traits of a more engaged style, whose combination has turned Matteotti’s invective against the fascist regime into an argumentative masterpiece.
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Irawan, Nico, and Tri Febrianti Valentina. "The Language of Argumentation: A Book Review." Journal of Language and Education 7, no. 2 (June 30, 2021): 256–58. http://dx.doi.org/10.17323/jle.2021.12538.
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The Language of Argumentation by Ronny Boogaart, Henrike Jansen, & Maarten van Leeuwen (Eds). Switzerland: Springer Nature Switzerland AG. 2021 aims to provide important theoretical insights to the international community of argumentation theorists by informing them of recent developments in the field. Some aspects of argumentative texts may emerge as a result of the argumentation process. This book covers different types of argumentative procedures and enthymematic argumentation, argumentation structures, argumentation schemes, and fallacies. Specifically, contributions are solicited from authors trained in informal or formal logic, modern or classical rhetoric, and discourse analysis or speech communication.
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Doury, Marianne. "The Virtues of Argumentation from an Amoral Analyst’s Perspective." Informal Logic 33, no. 4 (December 2, 2013): 486. http://dx.doi.org/10.22329/il.v33i4.4078.
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Many French-speaking approaches to argumentation are deeply rooted in a linguistic background. Hence, they “naturally” tend to adopt a descriptive stance on argumentation. This is why the issue of “the virtues of argumentation”—and, specifically, the question of what makes an argument virtuous—is not central to them. The argumentative norms issue nevertheless can-not be discarded, as it obviously is crucial to arguers themselves: the latter often behave as if they were invested with some kind of argumentative policing duty when involved in dissensual exchanges. We describe several researches developing a descriptive approach to such ordinary argumentative policing: we claim that the virtues of argumentation may be an issue even for an amoral analyst. We will connect this issue with linguistic remarks on the lexicon of refutation in English and in French.
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Thiebach, Monja, Elisabeth Mayweg-Paus, and Regina Jucks. "Better to Agree or Disagree? The Role of Critical Questioning and Elaboration in Argumentative Discourse." Zeitschrift für Pädagogische Psychologie 30, no. 2-3 (June 2016): 133–49. http://dx.doi.org/10.1024/1010-0652/a000174.
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Ist Zustimmung oder Dissens besser? Die Rolle des Kritischen Hinterfragens und Elaborierens im Argumentativen Diskurs Zusammenfassung. Beim Umgang mit wissenschaftsbezogenen Informationen im Internet spielt der argumentative Austausch mit anderen eine immer zentralere Rolle. Als besonders förderlich für den Wissenserwerb durch argumentativen Diskurs haben sich das kritische Hinterfragen und Elaborieren der Information des Partners erwiesen. In der vorliegenden Studie wurde untersucht, wie diese lernförderlichen Kommunikationsaktivitäten im argumentativen Diskurs über wissenschaftsbezogene Informationen gefördert werden können. In einem 1 × 2 Zwischengruppendesign wurde entweder ein Unterschieds- oder ein Gemeinsamkeitenfokus erzeugt, indem Dyaden instruiert wurden, während der Diskussion eines wissenschaftsbezogenen Themas insbesondere auf Unterschiede oder auf Gemeinsamkeiten in den Sichtweisen und Argumenten zu achten. Die Ergebnisse zeigen, dass ein Fokus auf Unterschiede sich förderlich auf die Qualität des argumentativen Diskurses sowie auf das individuelle kritische Denken auswirkte. Die intrinsische Motivation hinsichtlich der Zusammenarbeit mit dem Partner und der Aufgaben war hingegen bei einem Gemeinsamkeitenfokus höher. Implikationen für die Verbesserung der Qualität argumentativer Diskurse und die Förderung des individuellen kritischen Denkens werden diskutiert.
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Henning, Tempest. "“I Said What I Said”—Black Women and Argumentative Politeness Norms." Informal Logic 41, no. 1 (March 2, 2021): 17–39. http://dx.doi.org/10.22329/il.v41i1.6687.
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This paper seeks to complicate two primary norms within argumentation theory: 1) engaging with one’s interlocutors in a ‘pleasant’ tone and 2) speaking directly to one’s target audience/interlocutor. Moreover, I urge argumentation theorists to explore various cultures’ argumentative norms and practices when attempting to formulate more universal theories regarding argumentation. Ultimately, I aim to show that the two previously mentioned norms within argumentation obscure and misrepresent many argumentative practices within African American Vernacular English—or Ebonics, specifically the art of signifying.
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López Vázquez, Julieta Arisbe, and Luis Miguel García Velázquez. "Sesgos y falacias en la interpretación de procesos argumentativos en el programa Pensamiento Crítico de la Escuela Nacional de Estudios Superiores (UNAM)." Educatio Siglo XXI 39, no. 1 (February 25, 2021): 85–106. http://dx.doi.org/10.6018/educatio.451801.
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El objetivo es analizar cómo los sesgos cognitivos influyen en la percepción e interpretación de falacias en textos argumentativos para elucidar una metodología que permita subsanar estas situaciones en la interpretación. Así, para explorar la pregunta ¿de qué forma los sesgos inciden en la identificación e interpretación de falacias en estudiantes? se discuten los resultados de una prueba inserta en un proyecto académico que, a lo largo de cuatro semestres, ha permitido confrontar resultados entre grupos de estudiantes de las distintas licenciaturas de la Escuela Nacional de Estudios Superiores, unidad Morelia, de la Universidad Nacional Autónoma de México. Adicionalmente, los resultados se comparan con una aplicación de la misma prueba a un grupo de juristas activos en su ámbito profesional, con la intención de reconocer rasgos compartidos con una población que no está asociada cotidianamente al contexto académico universitario.
Los resultados muestran que evidenciar los sesgos es necesario para que el interlocutor de un texto argumentativo sea capaz de detectar las falacias que, de otra manera, pasan desapercibidas. Es pertinente el desarrollo de investigaciones adicionales en distintos niveles educativos y ambientes profesionales que permitieran obtener resultados que contribuyan a la interpretación de los textos argumentativos desde los distintos elementos que inciden en ellos: sesgos, heurísticas, estrategias argumentativas y falacias. This article aims to highlight how cognitive biases influence the perception and interpretation of fallacies in argumentative processes on the assumption that, if biases can be detected and there is conscious training, it is feasible to correct these situations in the interpretation. This article intends to answer the question: How do biases affect the interpretation of fallacies in students? The results from a test inserted in an academic project during four semesters are discussed and compared among group of students enrolled in different degrees at Escuela Nacional de Estudios Superiores, Unidad Morelia, from the Universidad Nacional Autónoma de México. Additionally, these results are compared with the results obtained for the same test by a group of lawyers, all active in their professional field, with the intention of recognizing shared traits with a population that is not associated on a daily basis with the university academic context. The results show that for the interlocutor to detect fallacies in argumentative writing, it is necessary to make biases visible, otherwise, fallacies would be left unnoticed. Additional research seems to be necessary at different levels to further contribute to the interpretation of argumentative texts from its constituting elements such as biases, heuristics, argumentative strategies and fallacies.
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Greco, Sara, Rebecca Schär, Chiara Pollaroli, and Chiara Mercuri. "Adding a temporal dimension to the analysis of argumentative discourse: Justified reframing as a means of turning a single-issue discussion into a complex argumentative discussion." Discourse Studies 20, no. 6 (April 29, 2018): 726–42. http://dx.doi.org/10.1177/1461445618770480.
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This article seeks to extend existing models of argumentation by considering an important dimension of real-life argumentative discourse: how complex argumentative discussions evolve over time. We define a complex argumentative discussion as a multi-issue discussion, in which the different issues are interrelated in the form of a hierarchy. We claim that justified reframing might be used to transform a single-issue argumentative discussion into a complex argumentative discussion. To illustrate this, we examine the Facebook discourse of the Rhodes Must Fall movement in South Africa. We analyse how reframing is justified by means of arguments, allowing the protagonists to claim as legitimate their reframing of a single issue into a complex argumentative discussion. Our findings complement existing sociological research on social movements by highlighting how their goals are achieved by means of argumentative discourse.
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Garssen, Bart. "Strategic maneuvering in European Parliamentary Debate." Argumentation in political deliberation 2, no. 1 (May 13, 2013): 33–46. http://dx.doi.org/10.1075/jaic.2.1.02gar.
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This paper focuses on argumentation the institutional context of debate in the European Parliament. A parliamentary debate is a distinct argumentative activity type. In the pragma-dialectical approach, argumentative activity types are defined as conventionalized argumentative practices in which the possibilities for strategic maneuvering are predetermined. What are the characteristics of the activity type of a debate in European Parliament that predetermine the possibilities for strategic maneuvering?
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van Haaften, Ton. "Strategisch manoeuvreren in plenaire Tweede Kamerdebatten." Tijdschrift voor Taalbeheersing 42, no. 2 (July 1, 2020): 111–28. http://dx.doi.org/10.5117/tvt2020.2.002.vanh.
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Abstract Strategic manoeuvring in plenary debates in the Second Chamber of Dutch ParliamentThe (extended) pragma-dialectical argumentation theory assumes that people engaged in argumentative discourse manoeuvre strategically. In argumentative reality, the strategic manoeuvring is carried out within specific argumentative activity types. In this paper it is argued that pragma-dialectics offers a fruitful approach to study political debate. The approach and its added value are discussed and illustrated on the basis of a specific type of political debate in a specific argumentative activity type: the plenary debate in the Second Chamber of Dutch Parliament.
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Sitosanova, Ol'ga. "ARGUMENTATIVE CONTENT OF CONNECTORS." Bulletin of the Angarsk State Technical University 1, no. 14 (December 15, 2020): 248–50. http://dx.doi.org/10.36629/2686-777x-2020-1-14-248-250.
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The article deals with the concept of argumentation. The paper defines a purpose of argumentation. The author examines the argumentative content of connectors and their role in the statement. The examples from fiction of the foreign writers serve as the factual material for the re-search.
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Cahyadewi, Arinta, and Yuri Lolita. "The Analysis of University Student’s Critical Thinking in Writing Argumentative Essays in the English Department of UNESA." Jurnal Pendidikan Indonesia 2, no. 9 (September 25, 2021): 1465–76. http://dx.doi.org/10.36418/japendi.v2i9.273.
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Background: An argumentative essay is a reflection of students' critical thinking. Writing an argumentative essay means practicing critical thinking.Objective: To describe how critical thinking is reflected in argumentative writing and to find out how students respond in applying critical thinking in an argumentative essay.Methods: This research is descriptive qualitative as a research design. To obtain the data, the instrument used by the researcher was an assessment rubric and a questionnaire.Results: This shows that students' critical thinking skills in argumentative writing are pretty good, and they can solve the problems they face by relying on their critical thinking. In conclusion, most of the students apply their critical thinking in writing argumentatively well.Conclusion: This study found that the argumentative essays written by the research subjects were reasonable based on the scoring rubric used in this study. Students are also able to use their critical thinking in developing an argumentative essay
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García-Gorrostieta, Jesús Miguel, Aurelio López-López, Samuel González-López, and Adrián Pastor López-Monroy. "Improved argumentative paragraphs detection in academic theses supported with unit segmentation." Journal of Intelligent & Fuzzy Systems 42, no. 5 (March 31, 2022): 4481–91. http://dx.doi.org/10.3233/jifs-219237.
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Academic theses writing is a complex task that requires the author to be skilled in argumentation. The goal of the academic author is to communicate clear ideas and to convince the reader of the presented claims. However, few students are good arguers, and this is a skill that takes time to master. In this paper, we present an exploration of lexical features used to model automatic detection of argumentative paragraphs using machine learning techniques. We present a novel proposal, which combines the information in the complete paragraph with the detection of argumentative segments in order to achieve improved results for the detection of argumentative paragraphs. We propose two approaches; a more descriptive one, which uses the decision tree classifier with indicators and lexical features; and another more efficient, which uses an SVM classifier with lexical features and a Document Occurrence Representation (DOR). Both approaches consider the detection of argumentative segments to ensure that a paragraph detected as argumentative has indeed segments with argumentation. We achieved encouraging results for both approaches.
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Vedder, Ineke. "Argumenterend Schrijven in t2 en t1." Toegepaste taalwetenschap in discussie 58 (January 1, 1998): 111–18. http://dx.doi.org/10.1075/ttwia.58.15ved.
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This paper reports on some of the results of a study of the 'acquisition of argumentative discourse by Dutch intermediate learners of Italian, carried out among a group of university students at the Department of Italian of the University of Amsterdam. It focuses on the comparison of the argumentation structure in L2 and LI and the lexical, syntactic and pragma-rhetorical means required for the production of argumentative discourse. The following three issues are discussed: 1. The accessibility and frequency of the obligatory and optional argumentative categories and subcategories in L2 and LI (cf. Lo Cascio, 1991; Toulmin, 1958/1964). 2. The main differences between L2 and LI concerning the use of the so-called argumentative indicators and other lexical and syntactic markers to emphasize the argumentative purpose of argumentation; the LI influence on the acquisition of these linguistic means in L2. 3. The use in L2 and LI of pragma-rhetorical devices to rouse the interest, of the reader and to convince, such as metaphors and rhetorical questions; the occurrence of pragma-rhetorical LI transfer.
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Zeng, Zhiwei, Chunyan Miao, Cyril Leung, Zhiqi Shen, and Jing Jih Chin. "Computing Argumentative Explanations in Bipolar Argumentation Frameworks." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 10079–80. http://dx.doi.org/10.1609/aaai.v33i01.330110079.
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The process of arguing is also the process of justifying and explaining. Here, we focus on argumentative explanations in Abstract Bipolar Argumentation. We propose new defence and acceptability semantics, which operates on both attack and support relations, and use them to formalize two types of explanations, concise and strong explanations. We also show how to compute the explanations with Bipolar Dispute Trees.
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Wells, Simon. "Supporting Argumentation Schemes in Argumentative Dialogue Games." Studies in Logic, Grammar and Rhetoric 36, no. 1 (March 1, 2014): 171–91. http://dx.doi.org/10.2478/slgr-2014-0009.
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Abstract This paper reports preliminary work into the exploitation of argumentation schemes within dialogue games. We identify a property of dialogue games that we call “scheme awareness” that captures the relationship between dialogue game systems and argumentation schemes. Scheme awareness is used to examine the ways in which existing dialogue games utilise argumentation schemes and consequently the degree with which a dialogue game can be used to construct argument structures. The aim is to develop a set of guidelines for dialogue game design, which feed into a set of Dialogue Game Description Language (DGDL) extensions in turn enabling dialogue games to better exploit argumentation schemes.
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Pinto, Paulo R. Margutti. "ANÁLISE ARGUMENTATIVA DO TEXTO “ON DENOTING” DE B. RUSSELL [MIND, V. 14 (1905), PP. 479-93]." Síntese: Revista de Filosofia 28, no. 90 (June 17, 2010): 67. http://dx.doi.org/10.20911/21769389v28n90p67-96/2001.
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O famoso texto de Russell é analisado como uma peça argumentativa. O método de análise especialmente projetado para tal tarefa envolve três passos: i) consideração do contexto da obra; ii) exposição da abordagem proposta pela obra; iii) consideração das técnicas argumentativas adotadas pelo autor. O método já foi aplicado com sucesso na análise de dois textos bastante heterodoxos, a saber, A origem da tragédia, de Nietzsche, e o Tractatus, de Wittgenstein. O método está sendo aplicado no presente trabalho a um texto logicamente ortodoxo, para verificar seu potencial neste novo domínio. Os resultados mostram impressionantemente que, embora lidando com assuntos lógicos, a argumentação de Russell tem muitas falhas que foram escondidas através do apelo a técnicas retóricas, tais como descritas por Perelman & Olbrechts-Tyteka em Traité de l’Argumentation.Abstract: Russell’s famous text is analyzed as an argumentative piece. The method of analysis specially designed for such a task involves three steps: i) consideration of the context of the work; ii) exposition of the approach proposed by the work; iii) consideration of the argumentative techniques adopted by the Author. The method has already been successfully applied in the analysis of two very unorthodox texts, namely Nietzsche’s The Origin of Tragedy and Wittgenstein’s Tractatus. The method is now applied to a logically orthodox text in order check its capabilities in this new domain. The results strikingly show that, although dealing with logical matters, Russell’s argumentation has many flaws, which have been concealed by appealing to rethorical techniques such as described by Perelman & Olbrechts-Tyteka in their Traité de l’Argumentation.
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Spieß, Constanze. "»Herr Präsident! Meine Damen und Herren! Lassen Sie mich mit einem Erlebnis beginnen« – Zum Verhältnis von Argumentation und Narration in politischen Debattenreden zur Bioethik." Zeitschrift für Literaturwissenschaft und Linguistik 51, no. 2 (April 8, 2021): 177–202. http://dx.doi.org/10.1007/s41244-021-00197-0.
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ZusammenfassungDie parlamentarischen Debattenreden um Präimplantationsdiagnostik und vorgeburtliche genetische Bluttests sind gekennzeichnet durch eine dominant argumentative Grundstruktur. Argumentationen werden in den Reden dazu eingesetzt, um Entscheidungen zu legitimieren, aber auch um Zustimmungsbereitschaft für die je eigene Sichtweise auf den Sachverhalt zu erlangen und um vom eigenen Standpunkt zu überzeugen. Dabei setzen Redner*innen in vielen Fällen Erzählungen/Narrationen ein, die in mehr oder weniger stark ausgebauter Form verwendet werden und die in einem engen Verhältnis zur Argumentation stehen. Der Beitrag arbeitet fünf Typen eines engen Verhältnisses von Argumentation und Narration in einem Korpus von 157 Debattenreden zur Präimplantationsdiagnostik und zu vorgeburtlichen genetischen Bluttests heraus und stellt die Funktionalität von Erzählungen im Kontext der argumentativen Debattenreden dar.
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Cheong, Choo-Mui, Xinhua Zhu, and Wandong Xu. "Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing." Sustainability 13, no. 22 (November 21, 2021): 12869. http://dx.doi.org/10.3390/su132212869.
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Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field.
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Probosari, Riezky Maya, Murni Ramli, and Mr Sajidan. "DAMPAK PEMBELAJARAN INKUIRI BERJENJANG DALAM MENINGKATKAN KETERAMPILAN MENULIS ARGUMENTATIF CALON GURU." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 6, no. 1 (September 21, 2015): 155. http://dx.doi.org/10.18269/jpmipa.v20i2.579.
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The purpose of this study was to evaluate biology teacher candidates’s argumentative writing skill after they participated in hierarchy of inquiry learning. The participants of this action research are the 4th semester students of Biology Teacher Education Program Faculty of Teacher Training and Education Sebelas Maret University who took the course of Plant Embryology. Data were analyzed descriptively through interviews with experts, classroom observations, and student portfolios. The argumentative writing was measured using Toulmin’s Argument Pattern (TAP) with four kinds of argument elements, which include data, warrants, backings, and claims. The results showed that the argumentative writing skill was increased, in every aspect and levels of inquiry. Biology teacher candidates who had well-experienced in the hierarchy of inquiry outperformed argumentative writing skill, thus it can be concluded that Hierarchy of Inquiry Learning is suitable in fostering teacher candidates to do some inquiry activities, and positively impacted argumentative writing skill. Keywords: argumentative writing, pre-service biology teachers, hierarchy of inquiryABSTRAKPenelitian ini dilakukan dengan tujuan untuk mengevaluasi kemampuan menulis argumentatif calon guru biologi meningkat setelah mereka mendapatkan pembelajaran inkuiri berjenjang. Partisipan dalam penelitian tindakan kelas ini adalah mahasiswa semester 4 di Program Studi Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta yang menempuh mata kuliah Embriologi Tumbuhan. Data dianalisis secara deskriptif melalui wawancara, pengamatan kelas dan portofolio. Kemampuan menulis diukur menggunakan Toulmin’s Argument Pattern (TAP) yang meliputi empat komponen, yaitu data, warrants, backings, dan claims. Hasil penelitian menunjukkan bahwa pada akhir siklus kedua terjadi peningkatan skor keterampilan berpikir argumentatif pada setiap aspeknya di semua tingkatan jenjang inkuiri. Calon guru biologi yang telah berpengalaman dalam inkuiri berjenjang menunjukkan kemampuan menulis argumentasi yang lebih baik sehingga disimpulkan bahwa pembelajaran dengan inkuiri berjenjang sesuai diterapkan untuk mendukung berbagai aktivitas inkuiri dan meningkatkan kemampuan menulis argumentatif. Kata kunci: calon guru biologi, inkuiri berjenjang, tulisan argumentatif
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Kaldjärv, Merle. "PRAGMA-DIALECTICS ON THE BASIS OF STATE EXAMINATION COMPOSITIONS." Problems of Education in the 21st Century 38, no. 1 (December 20, 2011): 37–49. http://dx.doi.org/10.33225/pec/11.38.37.
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The present research is based on a study analysing the argumentative skills of Estonian gymnasium students in state examination compositions. The aim of the study is to establish the choices made by students while writing their state exam composition as an argumentative text type. The research considers the implementation of the stages of critical discussion of the pragma-dialectical theory by F. van Eemeren and R. Grootendorst on the basis of one state examination composition (2006, code 356047). In establishing the structure of argumentation in compositions, the macrostructures by T.A. van Dijk were employed as these allow highlighting the macro speech acts expressing more complex speech acts. The stages of critical discussion of the pragma-dialectical argumentation theory could be associated with the argumentation practice used in Estonia. The implementation of the pragma-dialectical theory enhances the comprehension process of argumentative texts from the pragmatical and dialectical point of view. Key words: argumentation, dialogue, Estonian language, pragmatics, stages of critical discussion.
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Al Shalabi, Nahla, and Tar Abdallahi. "Persuasion Mechanisms in Bilqis Story in Surat An-Naml." Dirasat: Human and Social Sciences 49, no. 6 (December 30, 2022): 433–46. http://dx.doi.org/10.35516/hum.v49i6:.4040.
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Linguistic Argumentation Theory offers new conceptions of meaning. It is one of the novel semantic theories that seek to uncover the logic of language: the internal rules of discourse governing the order of words and their gradual sequence. Relying on this theory, the present paper highlights the argumentative aspects and their persuasive mechanisms in the feminist argumentation found in Bilqis’s speech. It sheds light on the objectives of this argumentation, the contexts in which it occurs, and what distinguishes it from other types of argumentation. The paper paid attention to the argumentative discourse used by Bilqis and attempted to deconstruct the argumentative structures it is made up of. It highlighted some of her personal qualities, namely reason and good governance. It observed a shift in discourse levels. While Bilqis was the one directing the discourse, especially in the first section when she was the Queen, she seemed to be the weakest link in the second section; her speech was characterized by gentleness and leniency.
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Morek, Miriam. "Learning to modalize is learning to reason." Research on Children and Social Interaction 4, no. 1 (July 21, 2020): 115–41. http://dx.doi.org/10.1558/rcsi.12418.
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This exploratory case study examines the interplay between epistemic modalizations and children’s argumentation from a language acquisition perspective. Two (pre)adolescents’ written argumentative texts and recordings of oral decision tasks (parent–child dyads) across four years (grades 6 to 9) present the basis of the longitudinal case study. Repertoires of epistemic modalizations drawn on in written and oral argumentation are described; these are related to overall argumentative structures of the texts as well as to interactive patterns of oral reasoning. Findings show that the occurrence of epistemic modalizations systematically coincides with more elaborated argumentative structures that deal with counter-claims and alternative evidence. In addition, oral reasoning seems to function as an arena for discovering and practicing epistemic modalizations and their potential for constructing two-sided argumentation, and pave the way for a transfer into written communication.
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Morawski, Michael, and Alexandra Budke. "How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography." Education Sciences 9, no. 3 (July 10, 2019): 178. http://dx.doi.org/10.3390/educsci9030178.
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This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.
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Ruiz-Dolz, Ramon, Montserrat Nofre, Mariona Taulé, Stella Heras, and Ana García-Fornes. "VivesDebate: A New Annotated Multilingual Corpus of Argumentation in a Debate Tournament." Applied Sciences 11, no. 15 (August 3, 2021): 7160. http://dx.doi.org/10.3390/app11157160.
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The application of the latest Natural Language Processing breakthroughs in computational argumentation has shown promising results, which have raised the interest in this area of research. However, the available corpora with argumentative annotations are often limited to a very specific purpose or are not of adequate size to take advantage of state-of-the-art deep learning techniques (e.g., deep neural networks). In this paper, we present VivesDebate, a large, richly annotated and versatile professional debate corpus for computational argumentation research. The corpus has been created from 29 transcripts of a debate tournament in Catalan and has been machine-translated into Spanish and English. The annotation contains argumentative propositions, argumentative relations, debate interactions and professional evaluations of the arguments and argumentation. The presented corpus can be useful for research on a heterogeneous set of computational argumentation underlying tasks such as Argument Mining, Argument Analysis, Argument Evaluation or Argument Generation, among others. All this makes VivesDebate a valuable resource for computational argumentation research within the context of massive corpora aimed at Natural Language Processing tasks.