Warrant Generation through Deep Learning

The warrant element of the Toulmin model is critical for fact-checking and assessing the strength of an argument. As implicit information, warrants justify the arguments and explain why the evidence supports the claim. Despite the critical role warrants play in facilitating argument comprehension, the fact that most works aim to select the best warrant from existing structured data and labelled data is scarce presents a fact-checking challenge, particularly when the evidence is insufficient, or the conclusion is not inferred or generated well based on the evidence. Additionally, deep learning methods for false information detection face a significant bottleneck due to their training requirement of a large amount of labelled data. Manually annotating data, on the other hand, is a time-consuming and laborious process. Thus, we examine the extent to which warrants can be retrieved or reconfigured using unstructured data obtained from their premises.

A Study of Claims and Qualifiers in ESL Students’ Argumentative Writing --An empirical study based on Toulmin model

English argumentative writing is a difficult point in second language writing. Although there has been a lot of research on English argumentative writing at home and abroad, empirical research focusing on claims in argumentative writing is very scarce. Based on the Toulmin model, this paper studies the relationship between the types of argumentative sentences and English argumentative writing performance from the perspectives of qualifier and claim. By scoring 117 students’ timed argumentative writings, the students’ compositions are divided into high-mark group, medium-mark group and low-mark group. Through the text analysis of each argumentative writing, 23 kinds of claims are extracted and scored according to the qualifying elements of the argumentative. The research shows that the claims in the high-mark group are mostly presented by the qualifying elements in the form of words and claims(QW + C), and the claims are mainly constructed in detailed information. At the same time, it is found that there is no significant correlation between the diversity of qualifying elements in claims and argumentative writing performance.

Edge Models with the CAD Software: Creating a New Context for Mathematics in Elementary School

Digital media have become increasingly important in recent years and can offer new possibilities for mathematics education in elementary schools. From our point of view, geometry and geometric objects seem to be suitable for the use of computer-aided design software in mathematics classes. Based on the example of Tinkercad, the use of CAD software — a new and challenging context in elementary schools — is discussed within the approach of domains of subjective experience and the Toulmin model. An empirical study examined the influence of Tinkercad on fourth-graders’ development of a model of a geometric solid and related reasoning processes in mathematics classes.

Rhetoric Situation of Novel Coronavirus (COVID-19) in Social Media and its Impact on Pedagogy

The current study aimed to explore the rhetoric situation of novel coronavirus (COVID-19) in social media. In this study, the researcher uses the rhetoric situation theory of Bitzer and Toulmin model of argumentation as a theoretical framework. The secondary data were obtained from social media (i.e., Twitter and Facebook from 15th March 2020 to 31st March 2020). Therefore, all the data were based on the current issue of COVID-19. The qualitative approach is used in this study. The findings revealed rhetoric situation led to the construction of the rhetoric message produced in social media. The rhetoric message was the subject of conversation in social media regarding COVID-19, which is produced intentionally to persuade others. Social media is responsible for the rhetorical situation today. However, rhetoric of the current situation in the pandemic COVID-19 cannot be ignored, the role of rhetorical arguments in the digital era, or better known as the digital rhetoric.

The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners

<p>Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.</p>

Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors

Argumentation can be viewed as an important activity in science education aiming at a better understanding of science topics. This article is drawn from doctoral research aiming to assess the effect of an argumentative coursebased intervention on argumentation ability in complement with other variables. This section highlights how students with demographic variations differ in their argumentation ability and how do they respond to the intervention. The population of the study comprised of school students in their transition stage of cognitive development from concrete to abstract thinking; correspondingly, Grade 5 students were selected. An argumentative discourse framework was developed for the contents of the school Science subject adapting to the Toulmin model. 18 weeks of intervention was provided, including 4 weeks introductory training phase followed by a pretest of argumentation ability. Analysis revealed that demographics like gender, age order among siblings, family type, and achievement level play their innate role in determining argumentation ability, and students respond to the intervention correspondingly.