You will be shown sections from a scientific research paper, together with a question about the paper. Your task is to answer the question based on the contents of the paper. Your response should be a `json` object with two fields:

"answer": An array of strings extracted directly from the paper which, collectively, answer the question.
"evidence": An array of strings. Each should be an excerpt from the paper, in which one or more of the extracted answers can be found.

For instance, for the question "What baselines did the authors compare against?", a sample response might be:

{
  "answer": ["BERT", "RoBERTa"],
  "evidence": ["In our experiments, we compare the performance of our model against BERT and RoBERTa."]
}

Do not include any text in your response other than the json.

If the question is unanswerable given the provided excerpts, respond with the single word "null".

Paper: Argumentation Mining in User-Generated Web Discourse

The goal of argumentation mining, an evolving research field in computational linguistics, is to design methods capable of analyzing people's argumentation. In this article, we go beyond the state of the art in several ways. (i) We deal with actual Web data and take up the challenges given by the variety of registers, multiple domains, and unrestricted noisy user-generated Web discourse. (ii) We bridge the gap between normative argumentation theories and argumentation phenomena encountered in actual data by adapting an argumentation model tested in an extensive annotation study. (iii) We create a new gold standard corpus (90k tokens in 340 documents) and experiment with several machine learning methods to identify argument components. We offer the data, source codes, and annotation guidelines to the community under free licenses. Our findings show that argumentation mining in user-generated Web discourse is a feasible but challenging task.

Dimensions of argument
The above-mentioned models focus basically only on one dimension of the argument, namely the logos dimension. According to the classical Aristotle's theory BIBREF0 , argument can exist in three dimensions, which are logos, pathos, and ethos. Logos dimension represents a proof by reason, an attempt to persuade by establishing a logical argument. For example, syllogism belongs to this argumentation dimension BIBREF34 , BIBREF25 . Pathos dimension makes use of appealing to emotions of the receiver and impacts its cognition BIBREF35 . Ethos dimension of argument relies on the credibility of the arguer. This distinction will have practical impact later in section SECREF51 which deals with argumentation on the Web.

Stance detection
Research related to argumentation mining also involves stance detection. In this case, the whole document (discussion post, article) is assumed to represent the writer's standpoint to the discussed topic. Since the topic is stated as a controversial question, the author is either for or against it.
Somasundaran.Wiebe.2009 built a computational model for recognizing stances in dual-topic debates about named entities in the electronic products domain by combining preferences learned from the Web data and discourse markers from PDTB BIBREF48 . Hasan.Ng.2013 determined stance in on-line ideological debates on four topics using data from createdebate.com, employing supervised machine learning and features ranging from n-grams to semantic frames. Predicting stance of posts in Debatepedia as well as external articles using a probabilistic graphical model was presented in BIBREF49 . This approach also employed sentiment lexicons and Named Entity Recognition as a preprocessing step and achieved accuracy about 0.80 in binary prediction of stances in debate posts.
Recent research has involved joint modeling, taking into account information about the users, the dialog sequences, and others. Hasan.Ng.2012 proposed machine learning approach to debate stance classification by leveraging contextual information and author's stances towards the topic. Qiu.et.al.2013 introduced a computational debate side model to cluster posts or users by sides for general threaded discussions using a generative graphical model employing words from various subjectivity lexicons as well as all adjectives and adverbs in the posts. Qiu.Jiang.2013 proposed a graphical model for viewpoint discovery in discussion threads. Burfoot.et.al.2011 exploited the informal citation structure in U.S. Congressional floor-debate transcripts and use a collective classification which outperforms methods that consider documents in isolation.
Some works also utilize argumentation-motivated features. Park.et.al.2011 dealt with contentious issues in Korean newswire discourse. Although they annotate the documents with “argument frames”, the formalism remains unexplained and does not refer to any existing research in argumentation. Walker.et.al.2012b incorporated features with some limited aspects of the argument structure, such as cue words signaling rhetorical relations between posts, POS generalized dependencies, and a representation of the parent post (context) to improve stance classification over 14 topics from convinceme.net.

Topics and registers
As a main field of interest in the current study, we chose controversies in education. One distinguishing feature of educational topics is their breadth of sub-topics and points of view, as they attract researchers, practitioners, parents, students, or policy-makers. We assume that this diversity leads to the linguistic variability of the education topics and thus represents a challenge for NLP. In a cooperation with researchers from the German Institute for International Educational Research we identified the following current controversial topics in education in English-speaking countries: (1) homeschooling, (2) public versus private schools, (3) redshirting — intentionally delaying the entry of an age-eligible child into kindergarten, allowing their child more time to mature emotionally and physically BIBREF51 , (4) prayer in schools — whether prayer in schools should be allowed and taken as a part of education or banned completely, (5) single-sex education — single-sex classes (males and females separate) versus mixed-sex classes (“co-ed”), and (6) mainstreaming — including children with special needs into regular classes.
Since we were also interested in whether argumentation differs across registers, we included four different registers — namely (1) user comments to newswire articles or to blog posts, (2) posts in discussion forums (forum posts), (3) blog posts, and (4) newswire articles. Throughout this work, we will refer to each article, blog post, comment, or forum posts as a document. This variety of sources covers mainly user-generated content except newswire articles which are written by professionals and undergo an editing procedure by the publisher. Since many publishers also host blog-like sections on their portals, we consider as blog posts all content that is hosted on personal blogs or clearly belong to a blog category within a newswire portal.

Conclusions
Let us begin with summarizing answers to the research questions stated in the introduction. First, as we showed in section UID55 , existing argumentation theories do offer models for capturing argumentation in user-generated content on the Web. We built upon the Toulmin's model and proposed some extensions.
Second, as compared to the negative experiences with annotating using Walton's schemes (see sections UID52 and SECREF31 ), our modified Toulmin's model offers a trade-off between its expressiveness and annotation reliability. However, we found that the capabilities of the model to capture argumentation depend on the register and topic, the length of the document, and inherently on the literary devices and structures used for expressing argumentation as these properties influenced the agreement among annotators.
Third, there are aspects of online argumentation that lack their established theoretical counterparts, such as rhetorical questions, figurative language, narratives, and fallacies in general. We tried to model some of them in the pathos dimension of argument (section UID103 ), but no satisfying agreement was reached. Furthermore, we dealt with a step that precedes argument analysis by filtering documents given their persuasiveness with respect to the controversy. Finally, we proposed a computational model based on machine learning for identifying argument components (section SECREF108 ). In this identification task, we experimented with a wide range of linguistically motivated features and found that (1) the largest feature set (including n-grams, structural features, syntactic features, topic distribution, sentiment distribution, semantic features, coreference feaures, discourse features, and features based on word embeddings) performs best in both in-domain and all-data cross validation, while (2) features based only on word embeddings yield best results in cross-domain evaluation.
Since there is no one-size-fits-all argumentation theory to be applied to actual data on the Web, the argumentation model and an annotation scheme for argumentation mining is a function of the task requirements and the corpus properties. Its selection should be based on the data at hand and the desired application. Given the proposed use-case scenarios (section SECREF1 ) and the results of our annotation study (section SECREF51 ), we recommend a scheme based on Toulmin's model for short documents, such as comments or forum posts.

Question: What challenges do different registers and domains pose to this task?
{"answer": ["linguistic variability"], "evidence": ["As a main field of interest in the current study, we chose controversies in education. One distinguishing feature of educational topics is their breadth of sub-topics and points of view, as they attract researchers, practitioners, parents, students, or policy-makers. We assume that this diversity leads to the linguistic variability of the education topics and thus represents a challenge for NLP. In a cooperation with researchers from the German Institute for International Educational Research we identified the following current controversial topics in education in English-speaking countries: (1) homeschooling, (2) public versus private schools, (3) redshirting \u2014 intentionally delaying the entry of an age-eligible child into kindergarten, allowing their child more time to mature emotionally and physically BIBREF51 , (4) prayer in schools \u2014 whether prayer in schools should be allowed and taken as a part of education or banned completely, (5) single-sex education \u2014 single-sex classes (males and females separate) versus mixed-sex classes (\u201cco-ed\u201d), and (6) mainstreaming \u2014 including children with special needs into regular classes."]}