In this task, you will be presented with a context from an academic paper and a question separated with a 
. You have to answer the question based on the context.

Example Input: While manually analyzing the raw dataset, we noticed that looking at the tweet one has replied to or has quoted, provides significant contextual information. We call these, “context tweets". As humans can better understand a tweet with the reference of its context, our assumption is that computers also benefit from taking context tweets into account in detecting abusive language.

As shown in the examples below, (2) is labeled abusive due to the use of vulgar language. However, the intention of the user can be better understood with its context tweet (1).

(1) I hate when I'm sitting in front of the bus and somebody with a wheelchair get on.

INLINEFORM0 (2) I hate it when I'm trying to board a bus and there's already an as**ole on it.

Similarly, context tweet (3) is important in understanding the abusive tweet (4), especially in identifying the target of the malice.

(3) Survivors of #Syria Gas Attack Recount `a Cruel Scene'.

INLINEFORM0 (4) Who the HELL is “LIKE" ING this post? Sick people....

Huang et al. huang2016modeling used several attributes of context tweets for sentiment analysis in order to improve the baseline LSTM model. However, their approach was limited because the meta-information they focused on—author information, conversation type, use of the same hashtags or emojis—are all highly dependent on data.

In order to avoid data dependency, text sequences of context tweets are directly used as an additional feature of neural network models. We use the same baseline model to convert context tweets to vectors, then concatenate these vectors with outputs of their corresponding labeled tweets. More specifically, we concatenate max-pooled layers of context and labeled tweets for the CNN baseline model. As for RNN, the last hidden states of context and labeled tweets are concatenated. 
 Question: What additional features and context are proposed?
Example Output: using tweets that one has replied or quoted to as contextual information

Example Input: We use the Bayesian model of garg2012unsupervised as our base monolingual model. The semantic roles are predicate-specific. 
 Question: What does an individual model consist of?
Example Output: Bayesian model of garg2012unsupervised as our base monolingual model

Example Input: Generic Sarcasm. We first examine the different patterns learned on the Gen dataset.  We observe that the not-sarcastic patterns appear to capture technical and scientific language, while the sarcastic patterns tend to capture subjective language that is not topic-specific. We observe an abundance of adjective and adverb patterns for the sarcastic class, although we do not use adjective and adverb patterns in our regex retrieval method. Rhetorical Questions. We notice that while the not-sarcastic patterns generated for RQs are similar to the topic-specific not-sarcastic patterns we find in the general dataset, there are some interesting features of the sarcastic patterns that are more unique to the RQs.

Many of our sarcastic questions focus specifically on attacks on the mental abilities of the addressee. This generalization is made clear when we extract and analyze the verb, subject, and object arguments using the Stanford dependency parser BIBREF32 for the questions in the RQ dataset. Hyperbole. One common pattern for hyperbole involves adverbs and adjectives, as noted above. We did not use this pattern to retrieve hyperbole, but because each hyperbolic sarcastic utterance contains multiple cues, we learn an expanded class of patterns for hyperbole.  We learn a number of verbal patterns that we had not previously associated with hyperbole, as shown in Table TABREF34 . Interestingly, many of these instantiate the observations of CanoMora2009 on hyperbole and its related semantic fields: creating contrast by exclusion, e.g. no limit and no way, or by expanding a predicated class, e.g. everyone knows. Many of them are also contrastive.  
 Question: What are the linguistic differences between each class?
Example Output:
Each class has different patterns in adjectives, adverbs and verbs for sarcastic and non-sarcastic classes