Teacher:In this task, you will be presented with a context from an academic paper and you have to write an answerable question based on the context. Your questions can be extractive, abstractive, or yes-no questions.
Teacher: Now, understand the problem? Solve this instance: We typically start by identifying the questions we wish to explore. Can text analysis provide a new perspective on a "big question" that has been attracting interest for years? Or can we raise new questions that have only recently emerged, for example about social media? For social scientists working in computational analysis, the questions are often grounded in theory, asking: How can we explain what we observe? Computational analysis of text motivated by these questions is insight driven: we aim to describe a phenomenon or explain how it came about. For example, what can we learn about how and why hate speech is used or how this changes over time? Is hate speech one thing, or does it comprise multiple forms of expression? Is there a clear boundary between hate speech and other types of speech, and what features make it more or less ambiguous? Sometimes we also hope to connect to multiple disciplines. For example, while focusing on the humanistic concerns of an archive, we could also ask social questions such as "is this archive more about collaborative processes, culture-building or norm creation?" or "how well does this archive reflect the society in which it is embedded?" BIBREF3 used quantitative methods to tell a story about Darwin's intellectual developmentan essential biographical question for a key figure in the history of science.
Student:
What kind of issues (that are not on the forefront of computational text analysis) do they tackle?