The purpose of this book is to provide you with tools to become a better reader of nonfiction, argumentative texts.

The contrast between the reception of Anselm’s Proslogion in the work of Bonaventure and in the work of Thomas Aquinas is often held up as a classic example of their competing intellectual assumptions. Some have located the intellectual prerequisites for the acceptance or rejection of Anselm’s argument in the prior acceptance of univocal or analogical accounts of being.In general terms, the interpretation of Bonaventure as leader of an Augustinian tradition, and of Thomas as representative of Aristotelianism, can be found in (...) the work of E. Gilson, A History of Christian Philosophy in the Middle Ages (London, 1978). On Bonaventure’s refinement of Anselm in the context of the Augustinian tradition, see H. R. Klocker, S.J. “Bonaventure’s Refinement of the Ontological Argument,” Mediaevilla 4 (1978): 209–23. On anological and univocal accounts of being as factors determining attitudes to Anselm’s argument, see H. J. Johnson, “Contra Anselm But Contra Gentiles: Aquinas’s Rejection of the Ontological Argument,” Schede Medievali 13 (1986): 18–27. P. A. Daniels argued that the prerequisites for Bonaventure’s acceptance of the argument were not his “ontological” mode of thought, or a doctrine of the innate idea of God within the soul, but in his acceptance of examplar causality.P. A. Daniels, Quellenbeiträge und Untersuchungen zur Geschichte der Gottesbeweise im Dreizehnten Jahrhundert (Münster, 1909), pp. 131, 156. Half a century later, Jean Chattillon, following Étienne Gilson, affirmed the more common view of the issue, that the acceptance or rejection of Anselm’s argument among the first scholastics of the thirteenth century depended upon their allegiance to Augustinian or Aristotelian traditions.Jean Chattillon, “De Guillaume d’Auxerre à Saint Thomas d’Aquin: L’Argument de Saint Anselme Chez Les Premiers Scolastiques du XIIIe Siècle,” Spicilegium Beccense 1 (1959): 209–31. Anton Pegis did the same when he insisted that recovery of the Anselmian argument in its original form involved stripping away the Aristotelian framework in terms of which the Proslogion has been read since Thomas.Anton C. Pegis, “St. Anselm and the Argument of the “Proslogion”,” Medieval Studies 28 (1966): 228–67. (shrink)

Rhetorical Structure Theory, as a tool for analyzing written texts, is particularly appropriate for analyzing argumentative texts. The distinction that RST makes between the part of a text that realizes the primary goal of the writer, termed nucleus, and the part that provides supplementary material, termed satellite, is crucial for the analysis of argumentative texts.

The objective of the present study was to show that the use of adversative and conclusive connectives to mark off the prototypical schema of argumentative text begins to set in at approximately the age of 10 or 11. Based on Adam's (1992) proposals, we constituted an argumentative text with two blocks of arguments separated by an adversative instruction (the connective but or an equivalent) and followed by a conclusion introduced by a conclusive instruction (the connective thus (...) or an equivalent). Four revising tasks (insertion or substitution with or without five connectives) have been used to asses children's knowledge of the argumentative schema and the use of connectives that punctuate them. The study of good and erroneous locations (concerning the placement of but and thus) showed that there was some regularity in the choices made by the children. The main result of this study shows that argumentative connectives are used differently by children aged 9 and children aged 10 or 11. The argumentative schema is used more consciously by 11-year-olds to guide revising tasks than by 10-year-olds. (shrink)

The article propose a new way of looking at the relationship between content elaboration and formulation during the production of written argumentative texts. It is hypothesized, that younger students elaborate contents by formulating them, whereas in older students both processes are clearly distinguished. 8 pairs of students aged 10 and 14 and adults with academic background produce a text in a collaborative situation. Three aspects of the production of the first and the last sentence are analyzed in looking (...) at the recorded dialogues: elaboration of argumentative plans; the independant elaboration of contents; the variation of linguistic forms. The results gives the hypothesis credit and show a deep reorganisation of the production process of argumentative texts in ontogenesis. (shrink)

The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature (...) in classroom discourse: dialogicity, accountability, relevance, and textuality (DART). We use and develop the insights from the literature in education and argumentation by integrating the frameworks that capture both the textual and the argumentative nature of argumentative texts. This theoretical background will be used to propose a method for translating the DART dimensions into specific and clear proxies and evaluation criteria. (shrink)

In this paper, we use a pseudo-algorithmic procedure for assessing an AI-generated text. We apply the Comprehensive Assessment Procedure for Natural Argumentation (CAPNA) in evaluating the arguments produced by an Artificial Intelligence text generator, GPT-3, in an opinion piece written for the Guardian newspaper. The CAPNA examines instances of argumentation in three aspects: their Process, Reasoning and Expression. Initial Analysis is conducted using the Argument Type Identification Procedure (ATIP) to establish, firstly, that an argument is present and, secondly, (...) its specific type in terms of the argument classification framework of the Periodic Table of Arguments (PTA). Procedural Questions are then used to test the acceptability of the argument in each of the three aspects. The analysis shows that while the arguments put forward by the AI text generator are varied in terms of their type and follow familiar patterns of human reasoning, they contain obvious weaknesses. From this we can conclude that the automated generation of persuasive, well-reasoned argumentation is a far more difficult task than the generation of meaningful language, and that if AI systems producing arguments are to be persuasive, they require a method of checking the plausibility of their own output. (shrink)

A series of experiments on children and adults were conducted to define the features and workings of argumentative discourse. Oral and written arguments were analyzed for the complexity of the argument support structure and the presence of typological argumentation markers (certainty modals, value judgments, etc.). Subjects were asked to assess the argumentativity of texts that did or did not contain typical argumentation markers.At about age ten, children can produce and recognize a ‘minimal argumentative structure,’ in which the speaker (...) takes a stance and supports it with text that derives its argumentativity from the presence of this stance). However, full mastery of the negotiation process, that involves acknowledgment of the opponent's stance (generally through the use of counterarguments) is not present before the ages of 15 to 16. The minimal argumentative structure continues to develop with age and gain complexity. Certain situations are more conductive to the production of elaborate argumentative discourse, such as a genuinely controversial topic with an unfamiliar adult addressee whose stance is not known and whose reaction is thus unpredictable. Here speakers produce complex arguments while still leaving room for negotiation.Overall, certain argumentation markers can be identified in all argumentative text. these markers can be used to characterize stages of development of argumentative discourse. A number of issues remain unexplored, including: What other (implicit...) devices do speakers use to convince their audience? Why is the capacity to put argumentation in writing acquired at such a late stage of development? (shrink)

120 students in grades 3 to 7 (aged 8 to 13) heard an argumentative text and were immediately submitted to a free recall task. The results show that before grade 7, the subjects did not view the text as argumentative. The discussion centers on the relevancy of a prototypical argumentative schema in accounting for these findings.

120 students in grades 3 to 7 heard an argumentative text and were immediately submitted to a free recall task. The results show that before grade 7, the subjects did not view the text as argumentative. The discussion centers on the relevancy of a prototypical argumentative schema in accounting for these findings.

Various argumentation analysis tools permit the analyst to represent functional components of an argument (e.g., data, claim, warrant, backing), how arguments are composed of subarguments and defenses against potential counterarguments, and argumentation schemes. In order to facilitate a study of argument presentation in a biomedical corpus, we have developed a hybrid scheme that enables an analyst to encode argumentation analysis within the framework of Rhetorical Structure Theory (RST), which can be used to represent the discourse structure of a text. (...) This paper describes the hybrid representation scheme and illustrates its use for investigation of contexts that license omission of elements of an argument. The analyses given in the paper involve reconstruction of enthymemes. Defeasible argumentation schemes serve as a constraint on reconstruction. In addition, the examples illustrate several other types of contextual constraints on reconstruction of enthymemes. (shrink)

In this dialogue, I illustrate why moral arguments from analogy are a valuable part of moral reasoning by considering how texting while driving is, morally speaking, no different than drunk driving.

Reading-to-write is an essential skill in academic writing, and reading-writing tasks have been widely adopted in standardized English tests. Much more recent literature on integrated reading-writing tasks has focused on writers’ use of source texts or the validity of integrated writing assessment, while little is known about whether the nature of the types of reading texts has any bearing on integrated reading-writing tasks. This study examines whether the types of reading texts (i.e., similar views or opposing views on a debatable (...) issue) have any influence on second language (L2) students’ argumentative writing in terms of the use of argument elements and its overall quality. Fifty-four Chinese second-year university students majoring in English language teaching were asked to write an argumentative essay after reading texts with either similar views or opposing views. Results show that students reading texts with opposing viewpoints presented more data and higher overall quality of argumentative essays than students reading texts with similar viewpoints, although the latter group presented more counterargument data. Pedagogical implications on teaching argumentative writing are discussed. (shrink)

Recent works in Explainable AI mostly address the transparency issue of black-box models or create explanations for any kind of models (i.e., they are model-agnostic), while leaving explanations of interpretable models largely underexplored. In this paper, we fill this gap by focusing on explanations for a specific interpretable model, namely pattern-based logistic regression (PLR) for binary text classification. We do so because, albeit interpretable, PLR is challenging when it comes to explanations. In particular, we found that a standard way (...) to extract explanations from this model does not consider relations among the features, making the explanations hardly plausible to humans. Hence, we propose AXPLR, a novel explanation method using (forms of) computational argumentation to generate explanations (for outputs computed by PLR) which unearth model agreements and disagreements among the features. Specifically, we use computational argumentation as follows: we see features (patterns) in PLR as arguments in a form of quantified bipolar argumentation frameworks (QBAFs) and extract attacks and supports between arguments based on specificity of the arguments; we understand logistic regression as a gradual semantics for these QBAFs, used to determine the arguments’ dialectic strength; and we study standard properties of gradual semantics for QBAFs in the context of our argumentative re-interpretation of PLR, sanctioning its suitability for explanatory purposes. We then show how to extract intuitive explanations (for outputs computed by PLR) from the constructed QBAFs. Finally, we conduct an empirical evaluation and two experiments in the context of human-AI collaboration to demonstrate the advantages of our resulting AXPLR method. (shrink)

In this paper we look at the manual analysis of arguments and how this compares to the current state of automatic argument analysis. These considerations are used to develop a new approach combining a machine learning algorithm to extract propositions from text, with a topic model to determine argument structure. The results of this method are compared to a manual analysis.

A method of linguistically-oriented reasoning comprehension is proposed. It is based on semiological principles of text comprehension. Both content and form are essential for comprehending argumentative texts. A text recipient is viewed as a rational judge trying to detect all the components of the argument he/she considers and thus to see if the argument is consistent. Elementary and higher level argumentative units of the text are discovered by applying a modified S. Toulmin's model of (...) class='Hi'>argumentative functions. Validity and correctness of arguments are established by means of a new – linguistic – interpretation of traditional syllogistic. (shrink)

In this paper, I demonstrate how the Passover Haggadah exploits certain features of conversational interaction in both the production formats of its texts and in its performance formats (or ways it indicates it should be performed) during the Passover Seder. Some conversational methods used include the use of dispreferred second pair parts which creates an impression that at least part of the Haggadah's text resembles a kind of conversational argument. Furthermore, as a recitable text, the Haggadah exploits the (...) use of and changes in footings in a manner reminiscent of how reported speech is used in ordinary conversation to introduce participant roles and virtual participants with their own commitments, orientations and positions which may not represent those of the animators of the recited text. While the Haggadah is not an actual argument in conventional terms, it is a script of ritual texts organized according to a logic similar to the one by which certain kinds of conversational arguments are organized. Participants are able to animate participatory roles and assess the positions, orientations and commitments such roles represent in a manner that rehearses how such positions, orientations and commitments might be accomplished in actual argumentation. (shrink)

Lars Lih’s Lenin Rediscovered aims to overthrow what he labels the textbook-myth of Leninism through a comprehensive reconstruction of Lenin’s relationship, both to the Kautskyite orthodoxy that dominated the international socialist movement, and more local polemics. While the resulting rereading of Lenin’s early Marxism is a powerful counter to the ‘textbook-interpretation’ of Leninism, Lih has perhaps ‘bent the stick’ too far in an attempt to prove Lenin’s orthodoxy. Importantly, he misconstrues Lenin’s critique of ‘economism’ through a too-narrow reading of ‘economism’. (...) Lih would have been better served to recognise the importance of Lenin’s polemic as an attempt, not simply to paint his opponents on the Russian Left as ‘economists’, but, more importantly, to grasp the organic nature of reformism and thus the true scale of the difficulties involved in challenging its hegemony within the workers’ movement. (shrink)

Argumentation mining is an application of natural language processing (NLP) that emerged a few years ago and has recently enjoyed considerable popularity, as demonstrated by a series of international workshops and by a rising number of publications at the major conferences and journals of the field. Its goals are to identify argumentation in text or dialogue; to construct representations of the constellation of claims, supporting and attacking moves (in different levels of detail); and to characterize the patterns of reasoning (...) that appear to license the argumentation. Furthermore, recent work also addresses the difficult tasks of evaluating the persuasiveness and quality of arguments. Some of the linguistic genres that are being studied include legal text, student essays, political discourse and debate, newspaper editorials, scientific writing, and others. The book starts with a discussion of the linguistic perspective, characteristics of argumentative language, and their relationship to certain other notions such as subjectivity. Besides the connection to linguistics, argumentation has for a long time been a topic in Artificial Intelligence, where the focus is on devising adequate representations and reasoning formalisms that capture the properties of argumentative exchange. It is generally very difficult to connect the two realms of reasoning and text analysis, but we are convinced that it should be attempted in the long term, and therefore we also touch upon some fundamentals of reasoning approaches. Then the book turns to its focus, the computational side of mining argumentation in text. We first introduce a number of annotated corpora that have been used in the research. From the NLP perspective, argumentation mining shares subtasks with research fields such as subjectivity and sentiment analysis, semantic relation extraction, and discourse parsing. Therefore, many technical approaches are being borrowed from those (and other) fields. We break argumentation mining into a series of subtasks, starting with the preparatory steps of classifying text as argumentative (or not) and segmenting it into elementary units. Then, central steps are the automatic identification of claims, and finding statements that support or oppose the claim. For certain applications, it is also of interest to compute a full structure of an argumentative constellation of statements. Next, we discuss a few steps that try to 'dig deeper': to infer the underlying reasoning pattern for a textual argument, to reconstruct unstated premises (so-called 'enthymemes'), and to evaluate the quality of the argumentation. We also take a brief look at 'the other side' of mining, i.e., the generation or synthesis of argumentative text. The book finishes with a summary of the argumentation mining tasks, a sketch of potential applications, and a—necessarily subjective—outlook for the field. Table of Contents: Preface / Acknowledgments / Introduction / Argumentative Language / Modeling Arguments / Corpus Annotation / Finding Claims / Finding Supporting and Objecting Statements / Deriving the Structure of Argumentation / Assessing Argumentation / Generating Argumentative Text / Summary and Perspectives / Bibliography / Authors' Biographies / Index. (shrink)

I examine a link between forms of argument and aesthetics that occur in "premodem" Westem and non-Western texts so as to build toward a universal theory of knowledge while taking postmodern criticisms seriously. Such a method allows for dialogue across time and space. Specifically, I focus on John Bunyan's "Apology" for the Pilgrim s Progress, published in 1674, and the Tibetan logician Acarya Dignaga's fifth-century treatise Hetucakra. Their claims to tmth proceed through allegory and poetry. This examination does not settle (...) existing debates; it brings a prior question more sharply into focus: In this time of cosmopolitan promise, how should considerations of universalism proceed? (shrink)

Aristotle in the central chapters of his Sophistical Refutations gives advice on how to counter unfair argumentation by similar means, all the while taking account not only of the adversary's arguments in themselves, but also of his philosophical commitments and state of mind, as well as the impression produced on the audience. This has offended commentators, and made most of them, medieval and modern alike, pass lightly over the relevant passages. A commentary that received the last touch in the very (...) early 13th century is more perceptive because, it is argued, the commentator had lived in a 12th-century environment of competing Parisian schools that was in important respects similar to the one of Aristotle's Athens. (shrink)

Certain Greek texts depict Helen in a manner that connects her elusive body with the elusive maneuvers of the persuasive story. Her too-mobile body signals in these texts the obscurity of agency in the seduction scene and serves as a device for tracking the dynamics of desire. In so doing this body propels poetic narrative and gives structure to persuasive argumentation. Although the female figure in traditional texts is always the object of male representation, in this study I examine a (...) set of images of a female body whose representation ultimately seems to frustrate the narrative strategies for which its depiction was created. What emerges in the fifth century as a rhetorical technique begins in Book 3 of the Iliad as a narrative strategy that uses Helen's cloaked and disappearing body to catalyze plot, and develops in Sappho's fr. 16 into a logic of desire shaped by the movement of Helen's and other bodies in the visual field. Gorgias, in the Encomium of Helen, transforms these depictions of Helen into an argument that is structured by Helen's body, an argument that Helen herself employs in Euripides' Troades, where her own body serves as the anatomy of her argument. These texts all associate Helen's body with a type of persuasive narrative that repeatedly invokes the field of vision, describing physical presence in terms that aim at attracting the eye. At the same time this verbal portraiture disrupts the audience's perspective by depicting bodies as cloaked, mobile, and/or half seen, and by obscuring distinctions between desirer and desired, viewer and viewed. As both subject and object in this viewing process, Helen's body comes to be associated with the double vision of seduction and the distracting power of persuasive images, which seduce the mind's eye while eluding the mind's grasp. (shrink)

Research on legal discourse has developed according to a variety of perspectives. As for descriptive accounts, two approaches are noteworthy. Firstly, Anglophone scholars have dealt with legal language from a genre-based viewpoint. Secondly, French studies have focused on argumentation in judicial texts, by considering the forms of reasoning involved in it and, albeit more rarely, its linguistic constituents. This paper aims at reinforcing the linguistic component of the analysis of legal discourse, by carrying out a corpus-based genre analysis on a (...) sample of 40 judgments. First of all, the results of the investigation of the genre structure of judgments will be presented. The comparative approach adopted will show that the differences between European and English/Irish judgments mainly concern the generic move Arguing the case. Secondly, analysis will concentrate in more detail on one of the most frequent tools used in the discursive construction of argumentation within the aforementioned move, i.e. the widely spread reporting verb HOLD. A study of its concordances suggests that it is used in all types of judgments as a meta-argumentative operator signalling either an authoritative stance taken by the Court or an equally authoritative reported argumentation of another judge or court. (shrink)

Most pupils become confident with narrative texts. However, studies show that pupils do not learn to master discursive genres in a satisfactory way. Therefore it is important to study pupils’ written argumentation and to develop knowledge about text production in an education that also highlights linguistic structures. The present article investigates written argumentations produced by 10–12 year-old pupils. The aim is to investigate perspectives in the texts, and thereby catch the entire texts—their content, function and form—and to relate (...) class='Hi'>text analysis to interaction in the classroom. The theoretical framework emanates from the dialogical and triadic conception of language and text where ideational, relational and textual aspects play a central role. In this article the focus is on the three perspective dimensions—relief, hierarchy and sequences—in one argumentative text written by a 10-year-old girl and the discursive practice within which her text is produced. (shrink)

INTRODUCTION The title of this book is inspired by Jacques Derrida and the title of one of his works, The Margins of Philosophy. This work introduced me to ...

This paper is a restatement of my earlier analysis of this argument (1954), Revised in the light of critical comments by other scholars and of closer study of the text. It includes a critical discussion of an alternative formalization of the argument, First offered by wilfrid sellars (1955) and retained (with modifications) by colin strang (1963), Which eliminates successfully the inconsistency of the premises of the argument but has dubious support from plato's text.

Argumentation mining is an advanced form of human language understanding by the machine. This is a challenging task for a machine. When sufficient explicit discourse markers are present in the lang...

This article analyses the two main rhetorical techniques of “argumentation” and “persuasion” employed in politico-philosophical debates recorded in early Chinese argumentative texts of the Warring States period. Through the analysis of pertinent case studies drawn from the received literature, the contribution explores the formal, structural, and grammatical features of these techniques, with attention paid to the wide selection of rhetorical and literary devices they make use of. It also further provides an overview of the historical and socio-cultural background against (...) which such techniques developed among so called “wandering persuaders”, who were travelling from court to court to offer their services as political advisors and diplomats to the local rulers of the time. (shrink)

Some interpreters take the arguments at Cratylus 439D3–440C1 to argue for Forms. Some interpreters also believe that these arguments are elliptical or contain lacunae. I accept that the arguments are elliptical. However, I deny that they contain lacunae. I present the most natural construal of the text and argue that it neither trades on Forms nor postulates Forms. To make my case, I show that Cratylus 439D3–440C1 has a modest end, which is to refute a particular notion of flux.

Argumentation schemes have played a key role in our research projects on computational models of natural argument over the last decade. The catalogue of schemes in Walton, Reed and Macagno’s 2008 book, Argumentation Schemes, served as our starting point for analysis of the naturally occurring arguments in written text, i.e., text in different genres having different types of author, audience, and subject domain (genetics, international relations, environmental science policy, AI ethics), for different argument goals, and for different possible (...) future applications. We would often first attempt to analyze the arguments in our corpora in terms of those schemes, then adapt schemes as needed for the goals of the project, and in some cases implement them for use in computational models. Among computational researchers, the main interest in argumentation schemes has been for use in argument mining by applying machine learning methods to existing argument corpora. In contrast, a primary goal of our research has been to learn more about written arguments themselves in various contemporary fields. Our approach has been to manually analyze semantics, discourse structure, argumentation, and rhetoric in texts. Another goal has been to create sharable digital corpora containing the results of our studies. Our approach has been to define argument schemes for use by human corpus annotators or for use in logic programs for argument mining. The third goal is to design useful computer applications based upon our studies, such as argument diagramming systems that provide argument schemes as building blocks. This paper describes each of the various projects: the methods, the argument schemes that were identified, and how they were used. Then a synthesis of the results is given with a discussion of open issues. (shrink)

The purpose of this study is to analyse the structure of written argumentative texts produced by pupils in grades 3, 5, 7 and 11 in relation to three different tasks: Group A — subjects are assigned a topic question consisting of a single statement (open question); Group B — subjects are given a topic question consisting of both a statement and its opposite (opposite opinions); Group C — subjects are given an initial and a final sentence of a (...) class='Hi'>text, which they have to complete, and which refers to opposite opinions (oriented task). Six different types of text organization were evidenced on the basis of the argumentative moves presented in the texts, the linguistic indexes used to express the relationships between the moves, the presence or absence of counter-arguments and the type of argumentation or reasoning used. The organization of the texts range from a simple affirmation of a position (repitition of the proposition or its opposition without any support) to a use of data or reasons to support a position, to others still in which two positions are presented in the body of a unitary structure, developed ‘in parallel’ and interconnected regularly. Our analysis found a well-defined tendency corresponding to the age levels in the types of texts produced by the subjects. The texts produced by the younger group, the pupils in elementary school, contained a fairly simple structural organization, characterized by very few argumentations or a lack of explicitness of the essential moves and a juxtaposing of arguments. The older subjects, in particular those attending secondary school, were able to produce texts which were more complex with regard to the presence and the organization of the argumentative moves, and more coherent and cohesive with respect to their articulation of opinions and use of adequate linguistic indices to analyze t topic. As regards the different types of tasks, when the subjects were presented explicitly with two opposite opinions (though in different terms), they developed both positions in their responses, contrary to the situation in which they produced one position when only one of two opinions was presented. (shrink)

Arthâpatti is a pervasive form of reasoning investigated by Indian philosophers in order to think about unseen causes and interpret ordinary and religious language. Its nature is a point of controversy among Mimamsa, Nyaya, and Buddhist philosophers, yet, to date, it has received less attention than perception, inference, and testimony. This collection presents a one-of-a-kind reference resource for understanding this form of reasoning studied in Indian philosophy. Assembling translations of central primary texts together with newly-commissioned essays on research topics, it (...) features a significant introductory essay. Readable translations of Sanskrit works are accompanied by critical notes that introduce arthâpatti, offer historical context, and clarify the philosophical debates surrounding it. Showing how arthâpatti is used as a way to reason about the basic unseen causes driving language use, cause-and-effect relationships, as well as to interpret ambiguous or figurative texts, this book demonstrates the importance of this epistemic instrument in both contemporary Anglo-analytic and classical Indian epistemology, language, and logic. (shrink)

The so-called ‘Olympian’ proof in Plato's Republic contains one of the first explicit distinctions between the nature of intellectual and bodily pleasures. The argument for the superiority of the former rests on a) identifying pleasure and pain with certain kinds of filling and emptying, and b) differentiating between bodily and intellectual pleasures according to the kind of filling: Bodily depletions differ from depletions of the soul in the kind of lack and, accordingly, in the kind of thing that fills the (...) lack: hunger and thirst are bodily lacks which food and drink can cure, whereas ignorance and folly are cured by intelligence.Thus,, the kind of lack, together with the kind of filler, and derivatively the method of filling determine the kind of filling.Kinds of filling differ in truth: filling A is truer than filling B if and only if the kind of fillers used in A are more than the kind of fillers used in B and the kind of thing filled via A is more than the kind of thing filled via B.Fillers of the soul are more than bodily fillers.The soul is more than the body.Therefore,, filling of the soul is truer than bodily filling, that is, filling of the soul is more really a filling. (shrink)

When 16- and 17-year-old students are required to write a framed argumentative text which first supports position A and then supports an opposing position B, the familiarity of the debated topic seems to determine the “argumentative quality” of the texts produced. Indeed, the possibility of getting personally involved in the discourse leads to more effective writing strategies and to the use of typical marks of argumentation.

Parmenides and Melissus employ different deductive styles for their different kinds of argumentation. The former’s poem flows in an interesting sequence of passages: contents foreword, methodological premises, krisis, conclusions and corollaries. The latter, however, organizes an extensive process of deduction to show the characteristics of what is. In both cases, the strength of their argument rests on their deductive form, on the syntactical level of their texts: the formal structure of their reasonings help to identify the features and logical intersections (...) of their thoughts. On the one hand, Parmenides uses modal reasoning, enforcing the employment of the principle of the excluded middle. On the other hand, Melissus radicalizes the use of modal reasoning and employs counterfactual statements in order to develop his doctrine of what is. Despite their differences, both deserve a place in the Stone Age of logic and theory of argumentation due to their common ambition to demonstrate what is. (shrink)

The main purpose of this paper is to account for the varying analysis and formalisations of a same advertisement text, “Mir Rose”, by Jean Michel Adam. First, we draw the methodological frame of this psycholinguistic approach of composing and understanding-memorizing texts. We refer to the notions of prototypical textual schema, semantic macrostructure and superstructure. Then we point out the differences between argumentative text and argumentative discourse. Last, we try to explain why it has been possible for (...) Adam to analyse and formalise the same text first as a narrative one and a few years later as an argumentative one. We suggest that his narrative approach is not specific and textual “narrative” means here “temporal-causative sequence” or “problem solving”, i.e., deeper and more general psychological devices than those involved in processing narrative text per se. From Toulmin and van Dijk approaches of argumentation, we propose our own analysis and formalisation of “Mir Rose”, the psychological validity or plausibility of which should be tested in experimental tasks of reading-memorising. (shrink)

Argumentation mining aims to automatically detect, classify and structure argumentation in text. Therefore, argumentation mining is an important part of a complete argumentation analyisis, i.e. understanding the content of serial arguments, their linguistic structure, the relationship between the preceding and following arguments, recognizing the underlying conceptual beliefs, and understanding within the comprehensive coherence of the specific topic. We present different methods to aid argumentation mining, starting with plain argumentation detection and moving forward to a more structural analysis of the (...) detected argumentation. Different state-of-the-art techniques on machine learning and context free grammars are applied to solve the challenges of argumentation mining. We also highlight fundamental questions found during our research and analyse different issues for future research on argumentation mining. (shrink)

Young children have difficulties writing argumentative texts which contain well-linked arguments and counterarguments even though they are capable of arguing by oral. Two main explanations have been provided to account for those difficulties: a) The writer has to manage alone two different points of view, whereas each of the two (or more) speakers can take charge of one of the points of view. b) The inability of young children to attribute an argumentative valence to statements.In order to improve (...) the ability of 8-year-old writers (skilled or less skilled) to manage the dialogical dimension of the argumentative text, two types of aids were tested. 1) A collaborative writing in which the children worked in twos to recompose an experimental argumentation. 2) A classification task was presented before the text recomposition task. The results show that 8-year-old children are capable of processing the argumentative valence of statements. However, only skilled writers take advantage of the two types of aids to compose a text comparable to the standard argumentative schema. (shrink)

To adequately model mathematical arguments the analyst must be able to represent the mathematical objects under discussion and the relationships between them, as well as inferences drawn about these objects and relationships as the discourse unfolds. We introduce a framework with these properties, which has been used to analyse mathematical dialogues and expository texts. The framework can recover salient elements of discourse at, and within, the sentence level, as well as the way mathematical content connects to form larger argumentative (...) structures. We show how the framework might be used to support computational reasoning, and argue that it provides a more natural way to examine the process of proving theorems than do Lamport’s structured proofs. (shrink)