Academic literature on the topic 'Argumentative'
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Journal articles on the topic "Argumentative"
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Graeff, Telisa Furlanetto, and Lauro Gomes. "A relação semântica entre linguagem verbal e não verbal em tiras, com base na semântica argumentativa (The semantic relation between verbal and nonverbal language in comic strips based on the argumentative semantics)." Estudos da Língua(gem) 13, no. 1 (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 (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 (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 (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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Odalis, Fonseca Guerra, Rosa Cabrera Vázquez Belkis, and María Vázquez Pérez Luisa. "El texto argumentativo, su construcción y potencialidades para el desarrollo de la comunicación." Revista Cognosis. Revista de Ciencias de la Educación VII, no. 2 (2022): 01–12. https://doi.org/10.5281/zenodo.6827762.
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RESUMEN 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. <strong>The argumentative text, its construction, and potentialities for the development of communication</strong> 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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Martín Sánchez, María Teresa, and María Teresa Caro Valverde. "Argumentación en textos narrativos de estudiantes universitarios de Español Lengua Extranjera." Educatio Siglo XXI 41, no. 2 (2023): 231–52. http://dx.doi.org/10.6018/educatio.566031.
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The objective of this study is to examine argumentative oral and written texts prepared by university students of Spanish as a Foreign Language in Italy. More specifically, students were requested to undertake an intertextual summary of the episode of the windmills in Cervantes’ Quixote and in two filmic hypertexts. The exploratory-descriptive analysis of this corpus of monolocutor dialogical discourses in the semantic association of the markers of the argumentative chains with the underlying topoi reveals in the results that all the markers of the oral and written narrative summaries have argumentative value through the chivalric topic parodied in the adventures and polyphonic dialectics of the characters, since their operators and connectors, although scarce, are structured in a prototypical sequence with an argumentative orientation. Thus, it is concluded that argumentative conventions are present in the written texts due to the ideological sense of their polyphonic plot. El objetivo de esta investigación posdoctoral es estudiar la argumentación lingüística en la enunciación de textos narrativos orales y escritos elaborados por estudiantes universitarios de Español Lengua Extranjera en Italia como resumen intertextual del episodio de los molinos de viento en el Quijote cervantino y en dos hipertextos fílmicos. El análisis exploratorio-descriptivo de dicho corpus de discursos dialógicos monolocutores en la asociación semántica de los marcadores de las cadenas argumentativas con los topoi subyacentes revela en los resultados que todos los marcadores de los resúmenes narrativos orales y escritos tienen valor argumentativo a través del tópico caballeresco parodiado en la peripecia y la dialéctica polifónica de los personajes, pues sus operadores y conectores, aunque son escasos, se estructuran en una secuencia prototípica con tal orientación argumentativa. Se concluye así que la argumentación está presente en la narración por el sentido ideológico de su trama polifónica.
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Lewinski, Marcin. "Speech Act Pluralism in Argumentative Polylogues." Informal Logic 41, no. 3 (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 (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.
Dissertations / Theses on the topic "Argumentative"
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Declercq, Gilles. "Rhétorique et argumentation : essai d'analyse argumentative du texte littéraire." Paris 4, 1992. http://www.theses.fr/1992PA040206.
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Première école antique de l'argumentation,la rhétorique est une réflexion finalisée sur l'art de persuader par le discours,une techne donnant à l'orateur,étape par étape,les moyens de construire un discours capable de persuader son auditoire. Le premier but de ce travail est de reconstituer une théorie rhétorique de l'argumentation,à partir des concepts fondamentaux de la 'Rhétorique' d'Aristote. Celui-ci fonde en effet une rhétorique du vraisemblable,ou méthode d'argumentation en langage naturel. Sont ainsi successivement examinés les rapports de l'argumentation à la Preuve (problématique logique),aux Valeurs (problématique éthique et topique) et aux Formes (problématique esthétique). La visée méthodologique de cette enquête détermine le second but de la recherche : éprouver la pertinence méthodologique de l'analyse argumentative du texte littéraire. Une première série d'analyses illustrative s'appuie sur la fonction mimétique de la littérature. Une seconde série d'analyses interprétative s'interroge sur l'effet de structuration de la littérature par l'argumentation. Ces deux perspectives mettent en évidence la double fonction de l'argumentation : à partir d'une théorie argumentative fonder une méthode d'analyse du texte littéraire mais aussi,par cette même analyse proposer un apprentissage de l'argumentation dans l'observation rigoureuse du texte littéraire. La littérature voit alors se réconcilier ses fonctions culturelle et sociale,et l'enseignement littéraire,réinscrit dans l'édifice rhétorique,retrouve sa place à part entière dans la cité. Tel est l'enjeu de ce travail : définir l'argumentation comme un trait d'union essentiel entre rhétorique et littérature<br>First 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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Previous issue date: 2008-03<br>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.<br>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 alcançado<br>This 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 similaires<br>This 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 Superior<br>O 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.<br>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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Previous issue date: 2016-02-24<br>CNPQ<br>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.<br>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'écrit<br>This current study attempts to identify the difficulties related to the usage of certain argumentative markers: mais, et, d’ailleurs, par ailleurs, pourtant and d’autre part”, by the Sudanese students of French as a foreign language. It examines more precisely the problem regarding the usage of argumentative connectors by these students when producing anargumentative text. Data were collected through writing production of the 4th year students at the French language department, college of languages – Sudan university of Sciences and Technology. Analyzing their written production aimed to know the origin of these difficulties so as to provide remedy to them. The study results showed that learners have serious problems when using connectors in their production. This is noticeable not only at the complex sentence level but at the text as well, affecting its coherence and cohesion. Inorder to solve this problem, the researcher proposed for each connecter a number of didactic sequences susceptible to enable the students to master their usage. This thesis presents results regarding the application of the sequences on the students. It also demonstrates that these proposed sequences constitute an effective solution for the acquisition of this essential dimension of the argumentative writing technique
Books on the topic "Argumentative"
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Ducrot, Oswald. Slovenian lectures = Conférences slovènes: Argumentative semantics = sémantique argumentative. Edited by Žagar Igor Ž. ISH, 1996.
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van Eemeren, Frans H., ed. Prototypical Argumentative Patterns. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aic.11.
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van Eemeren, Frans H., and Bart Garssen, eds. Exploring Argumentative Contexts. John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/aic.4.
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van, Eemeren F. H., ed. Reconstructing argumentative discourse. University of Alabama Press, 1993.
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Eemeren, F. H. van, and Bart Garssen. Exploring argumentative contexts. John Benjamins Pub. Co., 2012.
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van Rees, M. Agnes. Dissociation In Argumentative Discussions. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9150-6.
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van Eemeren, Frans H., Peter Houtlosser, and A. Francisca Snoeck Henkemans, eds. Argumentative Indicators in Discourse. Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6244-5.
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Altmann, Ekkehard. Nutzwertanalyse fur argumentative Planungsprozesse. Gesellschaft fur Mathematik und Datenverarbeitung, 1985.
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Eemeren, F. H. van. Strategic maneuvering in argumentative discourse: Extending the pragma-dialectical theory of argumentation. John Benjamins Pub., 2010.
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Jerry, Andriessen, and Coirier Pierre, eds. Foundations of argumentative text processing. Amsterdam University Press, 1999.
Find full textBook chapters on the topic "Argumentative"
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Benetos, Kalliopi. "Digital Tools for Written Argumentation." In Digital Writing Technologies in Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-36033-6_6.
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AbstractDigital tools for argumentative writing aimed, from early on, to support the use of argumentation to develop knowledge about the topic being argued. Many products were initially created to serve research purposes, and few developed in the last thirty years have made it to the educational technology market for use by instructors and writers. Others are reserved for institutional use or have become obsolete. More recently, research in argumentative writing has moved away from digital platform development specifically aimed at argumentative writing, to simpler generic diagramming and collaboration tools to be integrated in learning activities. Development has focused more on analytic approaches to generating representations of writing (processes and products), while research has shifted towards strategy instruction and related design principles. A selection of differing environments developed to support argumentative writing will be presented to highlight the evolution and the gaps in digital tools for written argumentation.
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Lenders, Winfried. "Argumentative Texte." In Sprache zwischen Theorie und Technologie / Language between Theory and Technology. Deutscher Universitätsverlag, 2003. http://dx.doi.org/10.1007/978-3-322-81289-6_13.
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Plantin, Christian. "L’interaction argumentative." In Dialoganalyse VI/1, edited by Svetla Cmejrková, Jana Hoffmannová, and Olga Müllerová. De Gruyter, 1998. http://dx.doi.org/10.1515/9783110965056-015.
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Andriessen, Jerry E. B., and Baruch B. Schwarz. "Argumentative Design." In Argumentation and Education. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-98125-3_6.
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Paglieri, Fabio. "Pandemic Communication Without Argumentative Strategy in the Digital Age: A Cautionary Tale and a Call to Arms." In The Pandemic of Argumentation. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91017-4_8.
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AbstractThe Covid-19 pandemic has offered some notable examples of how public communication may backfire, in spite of the best intentions of the actors involved, and what role poor argumentative design plays in such failures, in the context of the current digital media ecology. In this chapter, I offer some preliminary considerations on the ongoing struggle to make sense of the new communication technologies in our media reality, analyze a concrete example of argumentative failure in anti-Covid vaccine communication in the European Union, and leverage this case study to issue a call to arms to argumentation scholars: argumentative competence is sorely needed for an effective response to the pandemic, yet argumentation theory will need to join forces with other areas of expertise to realize its societal impact. When it comes to arguments, self-isolation is not a viable strategy to fight Covid-19.
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Musi, Elena, and Andrea Rocci. "Staying Up to Date with Fact and Reason Checking: An Argumentative Analysis of Outdated News." In The Pandemic of Argumentation. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91017-4_16.
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AbstractThis paper tackles outdated news about COVID-19 as a type of misinformation from an argumentative perspective, focusing on the fact-checker Snopes. In rapidly changing information environments the circulation of outdated news can be highly detrimental causing risky behaviors. Such type of misinformation is difficult to pin down through fact-checking since encompassing different types of contents, motivations and channels. To fully understand this phenomenon we deem necessary to move away from a naïve view of fact checking to an argumentative one. But what are the argumentative configurations of outdated statements in the context of the current information ecosystem? To answer this question we rely on the distinction between upstream and downstream argumentation to anchor the kind of issues put forward by outdated statements. We then take as a sample all the news that have been rated as “outdated” and “miscaptioned” by Snopes during the pandemic and analyse the type of source, the semantic type of news claim and the argumentative role played by the outdated information. We come up with an argumentative taxonomy of outdated news where the presence of multimodal information as well as the semantic-argumentative role played by outdated statements pattern with the spread of mis- and disinformation.
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van Eemeren, Frans H., and Bart Garssen. "Argumentation by Analogy in Stereotypical Argumentative Patterns." In Systematic Approaches to Argument by Analogy. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06334-8_3.
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Macagno, Fabrizio, and Ana Carolina Trevisan. "Chapter 8. Strategic communication in the Covid-19 pandemic." In Manufacturing Dissent. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/pbns.339.08mac.
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The Covid-19 pandemic underscored the crucial importance of arguments in developing citizens’ trust and the social risks of manipulation. However, how to assess and describe the argumentative and manipulative strategies of institutional actors? In this paper, the institutional argumentation of the governing leaders and the Health Ministries of Brazil and Portugal are coded and analyzed both quantitatively and qualitatively through the use of argumentation profiles, which are used for classifying and capturing the types of arguments, the fallacies, and the emotive language of each speaker. The results show how the different approaches to the crisis of the two countries are mirrored by distinct argumentative strategies indicating distinct communicative goals, namely pandemic campaigning and joint decision-making.
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Brambilla, Emanuele. "Chapter 6. Argumentative style in international adoption dossiers." In Argumentation in Context. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/aic.22.06bra.
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Drawing on recent developments in Pragma-dialectics, this paper explores argumentation in a corpus of international adoption dossiers (IADs) issued by an Italian adoption agency facilitating adoptions from India. A collection of all the documents required by the native country of the adopted child, the IAD has an argumentative nature, as it aims at persuading Indian authorities to approve adoption. The study reveals that it is characterised by a coordinative argumentation structure and a hybrid argumentative style. This “combination” of detached and engaged styles is prototypical of the communicative activity type at issue, as it is functional to radiating objectivity and commitment alike, with a view to enhancing the acceptability of the standpoint concerning the eligibility of Italian prospective adoptive parents.
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Bermejo-Luque, Lilian. "Chapter 3. Argumentative and non-argumentative rhetorical content." In Argumentation across Communities of Practice. John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/aic.10.04ber.
Full textConference papers on the topic "Argumentative"
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Popescu, Andrei, and Johannes P. Wallner. "Advancing Algorithmic Approaches to Probabilistic Argumentation under the Constellation Approach." In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/55.
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Reasoning with defeasible and conflicting knowledge in an argumentative form is a key research field in computational argumentation. Reasoning under various forms of uncertainty is both a key feature and a challenging barrier for automated argumentative reasoning. It was shown that argumentative reasoning using probabilities faces in general high computational complexity, in particular for the so-called constellation approach. In this paper, we develop an algorithmic approach to overcome this obstacle. We refine existing complexity results and show that two main reasoning tasks, that of computing the probability of a given set being an extension and an argument being acceptable, diverge in their complexity: the former is #P-complete and the latter is #-dot-NP-complete when considering their underlying counting problems. We present an algorithm for the complex task of computing the probability of a set of arguments being a complete extension by using dynamic programming operating on tree-decompositions. An experimental evaluation shows promise of our approach.
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Russo, Fabrizio, Anna Rapberger, and Francesca Toni. "Argumentative Causal Discovery." In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/88.
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Causal discovery amounts to unearthing causal relationships amongst features in data. It is a crucial companion to causal inference, necessary to build scientific knowledge without resorting to expensive or impossible randomised control trials. In this paper, we explore how reasoning with symbolic representations can support causal discovery. Specifically, we deploy assumption-based argumentation (ABA), a well-established and powerful knowledge representation formalism, in combination with causality theories, to learn graphs which reflect causal dependencies in the data. We prove that our method exhibits desirable properties, notably that, under natural conditions, it can retrieve ground-truth causal graphs. We also conduct experiments with an implementation of our method in answer set programming (ASP) on four datasets from standard benchmarks in causal discovery, showing that our method compares well against established baselines.
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Mitsuda, Koh, Ryuichiro Higashinaka, and Kuniko Saito. "Combining Argumentation Structure and Language Model for Generating Natural Argumentative Dialogue." In Proceedings of the 2nd Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 12th International Joint Conference on Natural Language Processing (Volume 2: Short Papers). Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.aacl-short.9.
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Vasileiou, Stylianos Loukas, Ashwin Kumar, William Yeoh, Tran Cao Son, and Francesca Toni. "Dialectical Reconciliation via Structured Argumentative Dialogues." In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}. International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/73.
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We present a novel framework designed to extend model reconciliation approaches, commonly used in human-aware planning, for enhanced human-AI interaction. By adopting a structured argumentation-based dialogue paradigm, our framework enables dialectical reconciliation to address knowledge discrepancies between an explainer (AI agent) and an explainee (human user), where the goal is for the explainee to understand the explainer's decision. We formally describe the operational semantics of our proposed framework, providing theoretical guarantees. We then evaluate the framework's efficacy ``in the wild'' via computational and human-subject experiments. Our findings suggest that our framework offers a promising direction for fostering effective human-AI interactions in domains where explainability is important.
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Sanches, Hugo Eduardo, Ayslan Trevisan Possebom, and Linnyer Beatrys Ruiz Aylon. "AREF - Argumentative Rule-Based Explanatory Framework." In 2025 IEEE International systems Conference (SysCon). IEEE, 2025. https://doi.org/10.1109/syscon64521.2025.11014845.
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Shestakov, Vladimir K., Irina S. Kononenko, Elena A. Sidorova, and Yury A. Zagorulko. "Assessing Inter-Annotator Agreement On Argumentative Markup." In 2024 IEEE International Multi-Conference on Engineering, Computer and Information Sciences (SIBIRCON). IEEE, 2024. http://dx.doi.org/10.1109/sibircon63777.2024.10758535.
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Rago, Antonio, Pietro Baroni, and Francesca Toni. "Explaining Causal Models with Argumentation: the Case of Bi-variate Reinforcement." In 19th International Conference on Principles of Knowledge Representation and Reasoning {KR-2022}. International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/kr.2022/52.
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Causal models are playing an increasingly important role in machine learning, particularly in the realm of explainable AI. We introduce a conceptualisation for generating argumentation frameworks (AFs) from causal models for the purpose of forging explanations for the models’ outputs. The conceptualisation is based on reinterpreting desirable properties of semantics of AFs as explanation moulds, which are means for characterising the relations in the causal model argumentatively. We demonstrate our methodology by reinterpreting the property of bi-variate reinforcement as an explanation mould to forge bipolar AFs as explanations for the outputs of causal models. We perform a theoretical evaluation of these argumentative explanations, examining whether they satisfy a range of desirable explanatory and argumentative properties.
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Baimuratov, Ildar Raisovich, Elena Nikolaevna Lisanyuk, and Dmitry Evgenievich Prokudin. "Methods and tools of automating argumentative markup of scientific texts." In 26th Scientific Conference “Scientific Services & Internet – 2024”. Keldysh Institute of Applied Mathematics, 2024. http://dx.doi.org/10.20948/abrau-2024-15.
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One of the important aspects of argumentation mining is argumentative markup. Currently, both manual and automatic text marking methods have been developed using specially developed software tools. As part of our ongoing research into the automation of finding solutions to disputes during scientific reviewing, we were faced with the need for argumentative marking of an entire corpus of open review texts and the authors’ responses to them. This work was carried out by a group of trained markers with basic knowledge of logic and argumentation. Argument mining and argumentative markup are necessary steps in discovering argumentation in discourse and representing it. Therefore, we were interested in current research and development that allows us to automate the marking process. This study examines the development of these methods, the main features of using software for argumentative text markup, problems and limitations. On this basis, conclusions are drawn about the prospects for using methods for automating argumentative marking in problems of resolving disputes that arise during scientific reviewing.
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Baffa Lourenço, Ariane, Salete Linhares Queiroz, and Armin Weinberger. "PRE-SERVICE CHEMISTRY TEACHERS´ BELIEFS ABOUT ARGUMENTATION AND ARGUMENTATIVE PRACTICE." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.14.
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The purpose of this research was to gain an understanding of pre-service chemistry teachers’ beliefs about argumentation and argumentative practice in the context of school after they have participated in intentional argumentation training. A month after completing their training, the researchers conducted interviews with them and analyzed the responses using the content analysis method in which there are a de-contextualisation, re-contextualisation, categorization, and compilation of information. The results show that pre-service chemistry teachers´ beliefs about argumentative practice are in line with the literature of the area. Keywords: argumentative practice, content analysis, pre-service chemistry teachers.
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Čyras, Kristijonas, Antonio Rago, Emanuele Albini, Pietro Baroni, and Francesca Toni. "Argumentative XAI: A Survey." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/600.
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Explainable AI (XAI) has been investigated for decades and, together with AI itself, has witnessed unprecedented growth in recent years. Among various approaches to XAI, argumentative models have been advocated in both the AI and social science literature, as their dialectical nature appears to match some basic desirable features of the explanation activity. In this survey we overview XAI approaches built using methods from the field of computational argumentation, leveraging its wide array of reasoning abstractions and explanation delivery methods. We overview the literature focusing on different types of explanation (intrinsic and post-hoc), different models with which argumentation-based explanations are deployed, different forms of delivery, and different argumentation frameworks they use. We also lay out a roadmap for future work.
Reports on the topic "Argumentative"
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Faktorngpan, Piyanart. An investigation of successful argumentative strategies in debating. Language Institute, Chulalongkorn University, 2012. https://doi.org/10.58837/chula.res.2012.76.
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This study operates from the foundation that some arguments are more successful than others; some being more persuasive and convincing. Arguments adjudged successful by experts in the field of argumentation were examined, with specific interest in the evaluation of the rhetoric employed. This corpus of material was formed from speeches, interviews and other data previously recorded from the final rounds of competitive and prestigious international debates. The debate aspect was primarily composed of championship-winning speeches, judged by experienced grand final adjudicators on three constitutionally-specified categories: matter, manner and method. The research questions fundamental to this study are centered on different aspects of reasoning for this possible success. While no study might be exhaustive at this stage of examination, given the dearth of previous research findings related to debate tactics, the research parameters were thus: strategies and style for making and delivering arguments; the four types of argument patterns; the A-R-E Model (Assertion-Reasoning-Evidence making a complete argument) in terms of their frequency and common moves; and the use of particular language communicative functions, speech patterns and vocabulary. Together, these provide a very useful insight into how successful arguments are formed and what makes them such. The paper ends with findings and implications for English language teaching, argumentation and negotiation, and for debate training and coaching as well as suggested further studies to enhance effective cooperative and competitive English communication to prepare young Thai people for their role in the forthcoming ASEAN Economic Community.
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Greene Nolan, Ph.D., Hillary, Merijke Coenraad, Ph.D., and Viki Young, Ph.D. Teaching Partner, Grading Assistant, Substitute Teacher: Three Ways Teachers Positioned an Artificial Intelligence Tool in Writing Instruction. Digital Promise, 2024. http://dx.doi.org/10.51388/20.500.12265/226.
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This study investigates how teachers understand and position AI tools in middle school writing instruction, drawing on 27 teacher interviews collected during a study called Project Topeka that used an interactive argumentative writing platform with AI-generated scores and feedback. Based on the interviews, we generate an initial theoretical framework of how teachers position AI tools — and therefore themselves — in their teaching. We found that some teachers leveraged AI as a “teaching partner” that provided insights to help enhance teaching and learning while remaining central to instruction themselves and interacting with students in numerous ways. Others delegated aspects of assessment and learning to AI as a “grading assistant” to save time and increase efficiency, interacting with students with a slight emphasis on score attainment over skill development. Another group turned instruction over to the AI tool as if it were a “substitute teacher,” interacting minimally with students and placing themselves on the instructional periphery. We describe each approach in detail and discuss implications for teaching practices, teachers’ roles, the profession, and students’ experiences and opportunities.
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Schank, Patti, Christopher Barth, Valerie Crawford, and Judi Fusco. Collaborative Argumentation for Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/251.
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This primer explores the benefits and challenges of integrating collaborative argumentation practices into classrooms to deepen student understanding and foster critical thinking. Argumentation is identified as a key approach for building scientific knowledge and improving content learning. The document outlines strategies for supporting students' argumentation skills, fostering a culture of critical communication, and overcoming obstacles such as time constraints and lack of systemic support. Recommendations include introducing argumentation as knowledge building and consensus, establishing a classroom culture of respect and curiosity, incorporating multiple perspectives, providing prompts and scaffolds, and creating authentic opportunities for in-depth argumentation. The document concludes with resources and references to aid educators in implementing collaborative argumentation practices.
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Rupp, Kathryn, Karyn Higgs, M. Anne Britt, Steven McGee, Randi McGee-Tekula, and Kathleen Easley. Scaffolding Scientific Argumentation in a Science Inquiry Unit. The Learning Partnership, 2022. http://dx.doi.org/10.51420/conf.2022.2.
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Evaluating and using evidence to support a claim and providing reasoning to demonstrate why the evidence supports a claim can be a challenging practice for students to learn. In the context of an inquiry task across a science unit, we tested an evidence-sorter tool that helps students to organize and reason with evidence to support their selected claim in a unit culminating argument essay. We found that the number of evidence-reasoning pairings that students provided on their evidence-sorter tool significantly positively predicted the number of evidence-reasoning pairs in the final essay. These results suggest that helping students make more evidence-reasoning connections in the evidence-sorter tool should lead to an increased use of reasoning in the final essay.
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Los, Josyp. Панорама сенсів: аргументи авторитетів світоглядної публіцистики. Ivan Franko National University of Lviv, 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11731.
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The article deals with the problem of the meaningfulness (essence) of the worldview journalism in the context of the argumentative resources of the work of influentive authors, for which the missionary role of the word is decisive. The search for meaning has been debated for centuries by orators, philosophers, psychologists, writers, sociologists, historians, journalists, and so on. In addition to other factors, a combination of the principles of worldview journalism and conceptual humanitarianism gives effective results. The author explores the acute problem of the effectiveness of a journalistic text through the prism of knowing the truth, meaning, since this is precisely where the source of wisdom is found; we are talking about spirituality, culture, historical memory. As influental authors proved with their arguments, the collection of facts is not enough, it is important to find the meaning of the existence of the individual, communities, and humanity. A number of examples show how the speakers of worldview journalism use all texts, not only from the archives: we are talking about poetry, art, in general, about literature, which revealed the most truth. Figuratively speaking, it is not only about the world of borders, it is important to consider horizons. Turning information into a commodity, focusing on “seasonal” interest based on the materialism of facts, or the inadequacy of many concepts and categories, the faking of media, relativity, obscurity of texts, anti-culture, in other words, the revolution of nihilism inevitably relativizes the very essence of journalism. If creative life is a manifestation of the freedom of the spirit, based on authentic truth, then we should strive to achieve the “extension of vision”, to master combinatorial (combinative) thinking. The ability to think in this way differs from ordinary logic in which the main universal thing remains in the center of attention, and the personality is not lost in individual details. Consequently, we can build a genealogy of ordered things and concepts, feel their inner relationship. Key words: meaning, worldview, journalism, argument, influence, moral principles, creativity.
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Kozachenko, Nadiia. Artificial relevance as a way to strengthen an argument. The Institute for Logic, Language and Computation, Universiteit van Amsterdam, 2022. http://dx.doi.org/10.31812/123456789/6685.
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Some of the subjective reactions of an argumentation agent are determined not so much by his emotional or personal characteristics, but by the presence of implicit components of the agent's epistemic state, which can be explicated and formalized. The identification of these components makes it possible to use them to refine the argumentation strategy.
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Valera-Ordaz, L., D. Calvo, and G. López García. Political conversations on Facebook. Exploring the role of homophily in argumentation and communicative interaction. Revista Latina de Comunicación Social, 2018. http://dx.doi.org/10.4185/rlcs-2018-1245en.
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Gómez Tamayo, Daniel Fernando. La despenalización de la eutanasia en Colombia: un análisis argumentativo de la Sentencia C-239/1997 de la Corte Constitucional. Ediciones Universidad Cooperativa de Colombia, 2020. http://dx.doi.org/10.16925/gclc.11.
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Kozachenko, Nadiia. Artificial relevance as a way to strengthen an argument : presentation. Department of Philosophy, 2022. http://dx.doi.org/10.31812/123456789/6686.
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The justification chains supporting the argument descend to beliefs that were not explicated at the start of the argumentation. They are present in the agent`s view, but they are not spoken out and are sometimes not realized. These additional beliefs are not explicitly relevant to the thesis of the argument, but they are taken out of necessity, in the process of argument mining.
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Ahumada Escobar, Diego Alejandro. Elaboración de los fundamentos de derecho de una demanda en la jurisdicción ordinaria. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcgp.61.
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La presente guía práctica pretende entregar las herramientas conceptuales y pragmáticas para la correcta elaboración del acápite de fundamentos de derecho como requisito de las demandas y acciones legales en la jurisdicción ordinaria, abordando su construcción desde el mero acto de cita normativa, hasta el análisis y la hermenéutica necesarios para argumentar en debida forma la tesis propuesta al juzgador. Los fundamentos de derecho son quizá la parte mas compleja e importante de una demanda después de los hechos, pues es el enlace argumentativo entre la situación fáctica que da origen a la acción judicial (lo que se pretende) y las leyes que respaldan las pretensiones. Sin la correcta integración de conceptos, la demanda pierde su real y único fin, el cual es convencer al juzgador que la tesis del demandante es la correcta y por eso se debe acceder a sus peticiones.