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Journal articles on the topic 'Argumentative'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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 argumentati

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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 apresent

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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

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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 Th

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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

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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 experi

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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. <

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Plantin, Christian. "Les instruments de structuration des séquences argumentatives." Verbum 32, no. 1 (2010): 31–51. https://doi.org/10.3406/verbu.2010.951.

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Tous les discours ne sont pas argumentatifs : on définit la séquence argumentative en relation avec la question argumentative organisant un ensemble de discours / contre-discours. Dans ce cadre, on prend acte de la plurifonctionnalité des connecteurs ; l’interprétation argumentative du connecteur découle de l’argumentativité du passage dans lequel il entre. « Donc » est un marqueur de continuation (« vous disiez donc » ) qui dans un contexte adéquat, peut introduire une conséquence ou une conclusion ; « mais » peut inverser des orientations ou rompre des isotopies argumentatives, descriptives

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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 arg

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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 in

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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 g

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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 (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

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Aparecida Sanches, Conceição, and Iara Grandino. "Importância dos conhecimentos prévios para a escrita do Texto Argumentativo." Revista VIDA: Ciências Humanas (VICH) 1, no. 1 (2022): 30–41. http://dx.doi.org/10.63021/issn.2965-8853.v1n1a2022.12.

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O objetivo deste artigo é o de contribuir para a reflexão acerca do processo de produção de texto argumentativo por alunos de uma escola estadual do Ensino Fundamental, com idade média de dez anos. A primeira parte deste trabalho discorre sobre a importância dos conhecimentos prévios e da argumentação. Na segunda parte, partiremos para a análise e reflexão em torno do processo de produção de textos argumentativos escritos pelos alunos, tendo como referencial teórico as ideias de Stephen E.Toulmin (2006). A análise do corpus utilizado considera a constituição dos movimentos discursivos: tipo de

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Dudash, T. I. "ARGUMENTATIVE STRUCTURES IN LEGAL ARGUMENTATION." Juridical scientific and electronic journal, no. 4 (2024): 36–41. http://dx.doi.org/10.32782/2524-0374/2024-4/4.

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Barbaud, Philippe. "L’opérateur de restriction ne… que et l’argumentation." Revue québécoise de linguistique 15, no. 1 (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 (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 exte

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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 (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 critica

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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 (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 pra

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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 (2019): 37–86. http://dx.doi.org/10.1080/02103702.2018.1550162.

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Oliveira Santos, Maria Francisca. "A propaganda oral radiofônica enquanto gênero textual: implicações argumentativas e referenciais." Revista Leitura, no. 63 (June 10, 2019): 37–46. http://dx.doi.org/10.28998/2317-9945.201963.37-46.

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Os estudos argumentativos da linguagem propiciam a leitura, análise e compreensão do sentido em gêneros, com destaque para os estudos da referenciação, em que objetos de discurso, por serem construídos e reconstruídos na mente dos interlocutores e nas relações sociais, permitem a acessibilidade ao sentido nos mais diversos gêneros. A referenciação é voltada à maneira de introdução de novos elementos em um texto, bem como ações de retomadas por meio de recategorizações manifestadas e não manifestadas lexicalmente no texto. Assim, este trabalho objetiva analisar o gênero textual spot a partir da

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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 (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

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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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Forceville, Charles, and Jens E. Kjeldsen. "The affordances and constraints of situation and genre." International Review of Pragmatics 10, no. 2 (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 conventio

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Convertini, Josephine, and Francesco Arcidiacono. "Embodied Argumentation in Young Children in Kindergarten." Education Sciences 11, no. 9 (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 req

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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

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Van Haaften, Ton. "Argumentative Strategies and Stylistic Devices." Informal Logic 39, no. 4 (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

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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 (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 a

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van Eemeren, Frans H. "Context-dependency of argumentative patterns in discourse." Journal of Argumentation in Context 6, no. 1 (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

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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 (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

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Bletsas, Marina. "Paroemiological argumentation in Italian and French journalistic discourse." Journal of Argumentation in Context 11, no. 2 (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 diale

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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 (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

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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

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Puc, David. "Teorija argumentacije Oswalda Ducrota." Jezik in slovstvo 50, no. 2 (2024): 49–61. http://dx.doi.org/10.4312/jis.50.2.49-61.

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The article aims to show the theory of argumentation by the French linguist and philosopher Oswald Ducrot. Based on the structural difference between a sentence and an utterance, the author in a critical dialogue with the tradition of speech acts develops a new theory of argumentation – “the theory of argumentation in the language system”. With this theory Ducrot researches the argumentative potential of the language as a system and shows that certain argumentative features are already written into the language as a system. Argumentation is not based on facts and logical deduction, it is writt

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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 (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 Mat

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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 (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

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Doury, Marianne. "The Virtues of Argumentation from an Amoral Analyst’s Perspective." Informal Logic 33, no. 4 (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 d

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Belikov, Alexander A. "Structured Argumentation, Indirect Arguments and “Attack” Relation." Epistemology & Philosophy of Science 62, no. 2 (2025): 106–24. https://doi.org/10.5840/eps202562225.

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In contemporary studies on argumentation theory, the so-called “structured argumentation” or “structured argumentative approach” plays a prominent role. This methodology of studying argumentation can be seen as a refinement of another and perhaps more fundamental “abstract argumentation framework” developed by P.M. Dung. Structured argumentation is significant in that it is one of those areas where argumentation can be effectively investigated using the techniques of modern symbolic logic. The key point in this respect is that from the point of view of the structured argumentative approach the

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Galicia Isasmendi, Iván, and Rosendo Edgar Gómez Bonilla. "Revisión sistemática de la competencia argumentativa a través de diferentes modelos y estrategias pedagógicas." Educación y ciencia 13, no. 62 (2024): 180–98. https://doi.org/10.32776/eyc.v13i62.775.

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In this article, a systematic review of the concept of argumentative competence is carried out, focusing on the models implemented for it to be learned. To this end, two types of analysis are made: a bibliometric analysis and a documentary analysis. It was observed a constant decrease in the number of written articles about argumentative competence. On the other hand, it was identified analytical trends regarding the study of this concept: research in Latin America usually depicts a qualitative methodology that analyzes the fundamental parts of argumentation, while research in other regions of

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Henning, Tempest. "“I Said What I Said”—Black Women and Argumentative Politeness Norms." Informal Logic 41, no. 1 (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 o

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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 (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 Info

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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 (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 Superior

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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 (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

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Garssen, Bart. "Strategic maneuvering in European Parliamentary Debate." Argumentation in political deliberation 2, no. 1 (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 (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:

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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 (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

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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

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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 (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

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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. 09 (2021): 1465–76. http://dx.doi.org/10.59141/japendi.v2i09.273.

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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

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Raffaghelli, Juliana, and Francesca Crudele. "Ripensare le mappe argomentative nei nuovi contesti multimodali: una revisione narrativa della letteratura." Media Education 14, no. 2 (2023): 57–70. http://dx.doi.org/10.36253/me-13801.

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With the emergence of medial and dynamic contexts, influenced by the invisible presence of the post-digital, the need for digital and transmedial literacy is arising, necessarily challenging education and training. It is essential to explore teaching strategies to support critical understanding beyond the static information. The argument maps, originally developed and tested in static information contexts, can be thought of as effective in emerging dynamic textual forms. Based on these premises, a narrative review of the literature was conducted. Three conceptual nodes have been identified, de

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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 (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 resu

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