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When engaging in argumentative discourse, skilled human debaters tailor claims to the beliefs of the audience, to construct effective arguments. Recently, the field of computational argumentation witnessed extensive effort to address the automatic generation of arguments. However, existing approaches do not perform any audience-specific adaptation. In this work, we aim to bridge this gap by studying the task of belief-based claim generation: Given a controversial topic and a set of beliefs, generate an argumentative claim tailored to the beliefs. To tackle this task, we model the peoples prior beliefs through their stances on controversial topics and extend state-of-the-art text generation models to generate claims conditioned on the beliefs. Our automatic evaluation confirms the ability of our approach to adapt claims to a set of given beliefs. In a manual study, we additionally evaluate the generated claims in terms of informativeness and their likelihood to be uttered by someone with a respective belief. Our results reveal the limitations of modeling users beliefs based on their stances, but demonstrate the potential of encoding beliefs into argumentative texts, laying the ground for future exploration of audience reach.
In this paper, we compose a new task for deep argumentative structure analysis that goes beyond shallow discourse structure analysis. The idea is that argumentative relations can reasonably be represented with a small set of predefined patterns. For
Systems for automatic argument generation and debate require the ability to (1) determine the stance of any claims employed in the argument and (2) assess the specificity of each claim relative to the argument context. Existing work on understanding
Recent years have seen the proliferation of disinformation and misinformation online, thanks to the freedom of expression on the Internet and to the rise of social media. Two solutions were proposed to address the problem: (i) manual fact-checking, w
We present a computational exploration of argument critique writing by young students. Middle school students were asked to criticize an argument presented in the prompt, focusing on identifying and explaining the reasoning flaws. This task resembles
The purpose of an argumentative text is to support a certain conclusion. Yet, they are often omitted, expecting readers to infer them rather. While appropriate when reading an individual text, this rhetorical device limits accessibility when browsing