Propaganda on Reddit

Total Page:16

File Type:pdf, Size:1020Kb

Propaganda on Reddit From the Stage to the Audience: Propaganda on Reddit Oana Balalau Roxana Horincar Inria, Institut Polytechnique de Paris Thales Research & Technology France France [email protected] [email protected] Abstract represent the center-left and the center-right. The Labour Party has social democratic and socialist Political discussions revolve around ideologi- cal conflicts that often split the audience into factions, while the Conservative Party has many two opposing parties. Both parties try to win factions, such as one-nation conservatism, liberal the argument by bringing forward information. conservatism, or social conservatism. In recent However, often this information is mislead- years, both countries passed through significant po- ing, and its dissemination employs propaganda litical turmoil, such as Donald Trump’s election techniques. In this work, we analyze the im- in the US and the referendum on leaving the EU pact of propaganda on six major political fo- in the UK. However, a recent opinion piece in the rums on Reddit that target a diverse audience Washington Post highlights an essential difference in two countries, the US and the UK. We focus on three research questions: i) who is posting between the political discourse in the two coun- propaganda? ii) how does propaganda differ tries. The journalist believes that the division be- across the political spectrum? and iii) how is tween the left and the right in America is driven by propaganda received on political forums? the different interpretations the two parties give to the words “rights”, “liberty” or “freedom”, which 1 Introduction have a strong moral imperative. This difference is Propaganda, translated from Latin as “things that not present in the UK, hence political parties there must be disseminated”, represents information in- might find it easier to reach common grounds. tended to persuade an audience to accept a partic- ular idea or cause by using specific strategies or Our contribution to the study of propaganda in stirring up emotions. Our work is the first study that online discussions is in investigating the following leverages a high quality annotated dataset of pro- research questions: i) Who is posting propaganda? paganda techniques (Da San Martino et al., 2019) ii) How does propaganda differ across the politi- to understand the impact of propaganda on online cal spectrum or different countries? and iii) How conversations. is propaganda received on political forums? We In this paper, we perform an in-depth and long- believe we are the first to investigate these impor- term analysis of propaganda on online forums. We tant questions in forums with different political focus on six subreddits from two English speaking leaning. For the first question, we find that media countries, the US and the UK, for one year. We sources’ political bias is a strong indicator of the select a popular subreddit for political news with tendency of using propaganda and that a smaller no party affiliation and two subreddits dedicated to community of users is disproportionately spreading each country’s dominant parties. In the US, the two propagandistic articles. Regarding the second ques- main parties are the Democrat and the Republican tion, we find that forums dedicated to less popular party. The Democrat party is center-left; however, parties in a country are more likely to post biased it contains several factions with ideologies varying news and that cultural differences might dictate from the center to the left. The Republican Party is which propaganda techniques are employed. Fi- a center-right party and has shifted in recent years nally, we find that if a submission or comment has towards national conservatism. In the UK, the most more propaganda content, it might receive more popular parties are the Labour Party and the Con- user engagement, measured either as the number servative Party. Similarly to the US, these parties of comments or as upvotes and downvotes. 2 Related Work techniques, as well as their type. In (Kellner et al., 2020), the authors quantify the influence of trolls Analysis of political discussions. (Roozenbeek on Twitter that contribute to the propaganda spread and Salvador Palau, 2017) explore the role of online during political elections in online communities. communities in elections and how different types Studies on the use of propaganda have also helped of new events impact their dynamics. In (Soli- understand how terrorist organizations share their man et al., 2019), the authors analyze political ideology and attract new members (Al-Rawi and communities (subreddits on Reddit), comparing Groshek, 2020; Bisgin et al., 2019). (Martino et al., them to the content posted, their relationships to 2020) reviews the state of the art of computational other subreddits, and the distribution of attention propaganda detection from both an NLP and a net- received in these subcommunities. They compare work analysis perspective, arguing on the need to left-leaning with right-leaning communities, with combine these communities’ efforts. significant differences emerging, such as higher use of derogatory language in the right-leaning com- Bot detection in political discussions. Research munities, stronger connectivity between the US on political discussions has mostly focused on spe- and the European right-leaning communities, and cialized topics such as adversarial debates between more substantial focus on media sources reflecting two parties, like election campaigns and referen- their political leaning in the left-leaning subreddits. dums. (Rizoiu et al., 2018; Davis et al., 2016) In (Guimaraes et al., 2019), the authors identify use machine learning approaches to study social different conversation patterns that refine the no- bots’ influence in the diffusion of tweets contain- tion of controversy into disputes, disruptions, and ing partisan hashtags surrounding a political debate. discrepancies and perform a systematic analysis (Hurtado et al., 2019) studies political discussions of discussion threads based on essential facets of a on Reddit and uses graph-based methods to reveal a conversation like users, sentiments, and topics. (An fully connected community of users who exhibit a et al., 2019) proposes an analytical template to ex- bot-like behavior. (Costa et al., 2015) introduces a plore the nature of political discussions by studying generative model based on users’ temporal activity the interaction and linguistic patterns within and be- patterns to study abnormal posting behavior both tween politically homogeneous and heterogeneous on Twitter and Reddit data. communication spaces on Reddit. (Carman et al., Journalistic efforts in studying online content. 2018) analyzes the effects of vote manipulation on There have been some relevant initiatives by com- article visibility and user engagement by compar- munities of expert journalists or volunteers to raise ing political threads on Reddit whose visibility is awareness of different online news issues by eval- artificially increased. uating the content published by news outlets and social media. For instance, Media Bias/Fact Check Propaganda detection. Previous works on pro- (MBFC) is an independent organization that an- paganda have focused on proposing datasets to fos- alyzes media in terms of their factual reporting, ter further research, including document-level anno- bias, and propagandist content, among other as- tations (Rashkin et al., 2017; Barron-Cede´ no˜ et al., pects. Full Fact, an independent fact-checking or- 2019) and fragment level annotations (Da San Mar- ganization in the UK, provides free tools, informa- tino et al., 2019). Efforts for constructing anno- tion, and advice for checking claims by politicians tated datasets have also been made in other Eu- and the media. Similar initiatives have been taken ropean languages different from English (Kmetty by US News and World Report and the European et al., 2020; Baisa et al., 2019). Automatic pro- Union. paganda detection approaches are almost always proposed alongside new corpora. (Rashkin et al., 3 Propaganda Techniques 2017) defines a four-class text classification task that detects propaganda, satire, hoaxes, and real Propaganda is a communication technique primar- news, while (Barron-Cede´ no˜ et al., 2019) uses a ily used to influence public opinion towards an binary classification to detect propaganda and non- a-priory established agenda. propaganda articles. (Da San Martino et al., 2019, According to the Institute for Propaganda Anal- 2020) perform fine-grained analysis of texts by ysis, propaganda had its definition pinned in 1938 detecting all fragments that contain propaganda as being “the expression of an opinion or an action by individuals or groups deliberately designed to • Appeal to fear or prejudice (fallacy) supports influence the opinions or the actions of other indi- a claim by increasing fear towards an alter- viduals or groups with reference to predetermined native, possibly based on preconceived judg- ends” (for Propaganda Analysis, 1938). ments. In the past century, spreading propaganda re- quired controlling traditional journalism media, • Bandwagon (argumentum ad populum fal- such as newsprint, TV, and radio stations. It rep- lacy) persuades the audience that a claim is resented a form of communication that only large true because many people believe so. institutions and governments could afford. With • Black and white fallacy presents only two the recent rise of the Internet and its use as on- choices out of many
Recommended publications
  • Shaping News -- 1 --Media Power
    Shaping News – 1 Theories of Media Power and Environment Course Description: The focus in these six lectures is on how some facts are selected, shaped, and by whom, for daily internet, television, and print media global, national, regional, and local dissemination to world audiences. Agenda-setting, priming, framing, propaganda and persuasion are major tools to supplement basic news factors in various media environments. Course Goals and Student Learning Objectives: The overall goal is to increase student awareness that media filter reality rather than reflect it, and those selected bits of reality are shaped to be understood. Student learning objectives are: 1. Demonstrate how media environments and media structures determine what information is selected for dissemination; 2. Demonstrate how and why different media disseminate different information on the same situation or event; 3. Demonstrate how information is framed, and by whom, to access the media agenda. Required Texts/Readings: Read random essays and research online that focus on media news factors, agenda-setting and framing Assignments and Grading Policy: Two quizzes on course content plus a 20-page paper on a related, student- selected and faculty-approved research paper. Shaping News – 1 Media Environments and Media Power This is the first of six lectures on the shaping on news. It will focus on the theories of media environments based on the assumption that media are chameleon and reflect the governmental/societal system in which they exist. The remaining five lectures are on: (2) elements of news; (3) agenda-setting and framing; (4) propaganda; (5) attitude formation; and (6) cognitive dissonance. Two philosophical assumptions underlying the scholarly examination of mass media are that (1) the media are chameleons, reflecting their environment, and (2) their power is filtered and uneven.
    [Show full text]
  • Automated Tackling of Disinformation
    Automated tackling of disinformation STUDY Panel for the Future of Science and Technology European Science-Media Hub EPRS | European Parliamentary Research Service Scientific Foresight Unit (STOA) PE 624.278 – March 2019 EN Automated tackling of disinformation Major challenges ahead This study maps and analyses current and future threats from online misinformation, alongside currently adopted socio-technical and legal approaches. The challenges of evaluating their effectiveness and practical adoption are also discussed. Drawing on and complementing existing literature, the study summarises and analyses the findings of relevant journalistic and scientific studies and policy reports in relation to detecting, containing and countering online disinformation and propaganda campaigns. It traces recent developments and trends and identifies significant new or emerging challenges. It also addresses potential policy implications for the EU of current socio-technical solutions. ESMH | European Science-Media Hub AUTHORS This study was written by Alexandre Alaphilippe, Alexis Gizikis and Clara Hanot of EU DisinfoLab, and Kalina Bontcheva of The University of Sheffield, at the request of the Panel for the Future of Science and Technology (STOA). It has been financed under the European Science and Media Hub budget and managed by the Scientific Foresight Unit within the Directorate-General for Parliamentary Research Services (EPRS) of the Secretariat of the European Parliament. Acknowledgements The authors wish to thank all respondents to the online survey, as well as first draft, WeVerify, InVID, PHEME, REVEAL, and all other initiatives that contributed materials to the study. ADMINISTRATOR RESPONSIBLE Mihalis Kritikos, Scientific Foresight Unit To contact the publisher, please e-mail [email protected] LINGUISTIC VERSION Original: EN Manuscript completed in March 2019.
    [Show full text]
  • The Nazi-Card-Card
    ISSN 1751-8229 Volume Six, Number Three The Nazi-card-card Rasmus Ugilt, Aarhus University Introduction It should be made clear from the start that we all in fact already know the Nazi-card-card very well. At some point most of us have witnessed, or even been part of, a discussion that got just a little out of hand. In such situations it is not uncommon for one party to begin to draw up parallels between Germany in 1933 and his counterpart. Once this happens the counterpart will immediately play the Nazi-card-card and say something like, “Playing the Nazi-card are we? I never thought you would stoop that low. That is guaranteed to bring a quick end to any serious debate.” And just like that, the debate will in effect be over. It should be plain to anyone that it is just not right to make a Nazi of one’s opponent. The Nazi-card-card always wins. This tells us that it is in general unwise to play the Nazi-card, as it is bound to be immediately countered by the Nazi-card-card, but the lesson, I think, goes beyond mere rhetoric. Indeed, I believe that something quite profound and important goes on in situations like this, something which goes in a different direction to the perhaps more widely recognized Godwin’s Law, which could be formulated as follows: “As a discussion in an Internet forum grows longer, the probability of someone playing the Nazi-card approaches 1.” The more interesting law, I think, would be that 1 of the Nazi-card-card, which in similar language states: “The probability of someone playing the Nazi-card-card immediately after the Nazi-card has been played is always close to 1.” In the present work I seek to investigate and understand this curious second card.
    [Show full text]
  • Teacher's Guide
    Teacher’s Guide Propaganda: What’s the Message? Time Needed: One to two class periods Learning Objectives. Students will be able to: Materials Needed: Differentiate between forms of persuasive media. Student worksheets, Gallery Walk copies Identify bias, propaganda, and symbolism in media. Copy Instructions: Identify forms of propaganda in use. Student packet (Six pages double-sided; class set) Gallery Walk (One copy for the room) STEP BY STEP TEACHER PREP Place each page of the Gallery Walk around the classroom and divide the class into seven groups prior to teaching this lesson. (The groups will be rotating through these during class.) ANTICIPATE by asking students how they might try to convince someone to do something. (Examples: parents to extend curfew, teacher to postpone a due date, choice of movie with friends, etc.) Ask students if there are any common techniques. DISTRIBUTE one student packet to each student. READ through the packet with the class, answering questions or clarifying terms along the way if needed. DIVIDE students into up to seven small groups to rotate through the Gallery Walk pages. INSTRUCT students to spend 3-5 minutes at each station and complete the Gallery Walk pages in their student packet. (Tip: use an egg timer to keep track of the pace) If you have time for an 8th station, you can ask the students to stop at the challenge page as well. REVIEW the answers to the stations. ASSIGN students to complete the two Activity pages in their packet as review. CLOSE by asking students to think of all the places these propaganda techniques can be found.
    [Show full text]
  • Teaching About Propaganda
    R. Hobbs & S. McGee, Journal of Media Literacy Education 6(2), 56 - 67 Available online at www.jmle.org The National Association for Media Literacy Education’s Journal of Media Literacy Education 6(2), 56 - 67 Teaching about Propaganda: An Examination of the Historical Roots of Media Literacy Renee Hobbs and Sandra McGee Harrington School of Communication and Media, University of Rhode Island Abstract Contemporary propaganda is ubiquitous in our culture today as public relations and marketing efforts have become core dimensions of the contemporary communication system, affecting all forms of personal, social and public expression. To examine the origins of teaching and learning about propaganda, we examine some instructional materials produced in the 1930s by the Institute for Propaganda Analysis (IPA), which popularized an early form of media literacy that promoted critical analysis in responding to propaganda in mass communication, including in radio, film and newspapers. They developed study guides and distributed them widely, popularizing concepts from classical rhetoric and expressing them in an easy-to-remember way. In this paper, we compare the popular list of seven propaganda techniques (with terms like “glittering generalities” and “bandwagon”) to a less well-known list, the ABC’s of Propaganda Analysis. While the seven propaganda techniques, rooted in ancient rhetoric, have endured as the dominant approach to explore persuasion and propaganda in secondary English education, the ABC’s of Propaganda Analysis, with its focus on the practice of personal reflection and life history analysis, anticipates some of the core concepts and instructional practices of media literacy in the 21st century. Following from this insight, we see evidence of the value of social reflection practices for exploring propaganda in the context of formal and informal learning.
    [Show full text]
  • Democracy and Disinformation (Glbl S343e)
    DEMOCRACY AND DISINFORMATION (GLBL S343E) Asha Rangappa Yale Jackson Institute for Global Affairs Summer 2020 Overview of Course This course explores the evolution of information warfare as a national security threat to the United States. Beginning with the KGB’s use of “active measures” during the Cold War, the course looks at how propaganda and disinformation campaigns became central to the Putin regime and how social media has facilitated their expansion and impact. Using Russia’s efforts in the 2016 election as an example, students will examine how the First Amendment places limitations on the U.S.’s ability to counter such operations in the United States and explore how strengthening critical thinking and American social capital might be effective prophylactics against these efforts. At the end of this course, students should be able to: 1. Understand the history, tactics, and goals of Russian disinformation operations in the United States and worldwide; 2. Analyze the ways in which propaganda and disinformation manipulates consumers’ cognitive biases; 3. Recognize self-created vulnerabilities in American society which have been magnified by social media platforms and exploited by Russian intelligence; 4. Develop policy solutions that address the multi-faceted nature of disinformation and its impact on American democracy. Required Texts (in order of reading for the course) 1. Robert D. Putnam, Bowling Alone 2. Amy Chua, Political Tribes 3. Carol Tavris and Elliot Aronson, Mistakes Were Made (But Not By Me) 4. Alexis de Tocqueville, Democracy in America (chapters will be posted on Canvas) 5. Clint Watts, Messing with the Enemy You may use the link below to order your books at the Yale Bookstore: Yale Bookstore ordering site In addition to the books above, assigned articles, videos, and selected chapters of other books will be posted on Canvas for the weeks they are assigned.
    [Show full text]
  • Dataset of Propaganda Techniques of the State-Sponsored Information Operation of the People’S Republic of China
    Dataset of Propaganda Techniques of the State-Sponsored Information Operation of the People’s Republic of China Rong-Ching Chang Chun-Ming Lai [email protected] [email protected] Tunghai University Tunghai University Taiwan Taiwan Kai-Lai Chang Chu-Hsing Lin [email protected] [email protected] Tunghai University Tunghai University Taiwan Taiwan ABSTRACT ACM Reference Format: The digital media, identified as computational propaganda provides Rong-Ching Chang, Chun-Ming Lai, Kai-Lai Chang, and Chu-Hsing Lin. a pathway for propaganda to expand its reach without limit. State- 2021. Dataset of Propaganda Techniques of the State-Sponsored Informa- tion Operation of the People’s Republic of China. In KDD ’21: The Sec- backed propaganda aims to shape the audiences’ cognition toward ond International MIS2 Workshop: Misinformation and Misbehavior Min- entities in favor of a certain political party or authority. Further- ing on the Web, Aug 15, 2021, Virtual. ACM, New York, NY, USA, 5 pages. more, it has become part of modern information warfare used in https://doi.org/10.1145/nnnnnnn.nnnnnnn order to gain an advantage over opponents. Most of the current studies focus on using machine learning, quantitative, and qualitative methods to distinguish if a certain piece 1 INTRODUCTION of information on social media is propaganda. Mainly conducted Propaganda has the purpose of framing and influencing opinions. on English content, but very little research addresses Chinese Man- With the rise of the internet and social media, propaganda has darin content. From propaganda detection, we want to go one step adopted a powerful tool for its unlimited reach, as well as multiple further to providing more fine-grained information on propaganda forms of content that can further drive engagement online and techniques that are applied.
    [Show full text]
  • Example of Name Calling Fallacy
    Example Of Name Calling Fallacy Unreturning Lew sometimes dry-rot his eclectics naething and bead so stoically! Disheartened Rey still internationalizing: clostridialantistatic andDerrin hydrologic aromatise Napoleon her abnormalities spend quite widens contractedly while Alexander but discommoding insnaring hersome gutturals perinephrium fearfully. alarmedly. Einsteinian and What before the fallacy of deductive reasoning? Name calling the stab of derogatory language or words that recruit a negative connotation hopes that invite audience will reject that person increase the idea where the basis. Fallacious Reasoning and Progaganda Techniques SPH. If this example of examples of free expression exploits the names to call our emotions, called prejudicial language are probably every comparison is a complicated by extremely common. There by various Latin names for various analyses of the fallacy. Fallacies and Propaganda TIP Sheets Butte College. For example the first beep of an AdHominem on memories page isn't name calling. Title his Name-calling Dynamics and Triggers of Ad Hominem Fallacies in Web. Name-calling ties a necessary or cause on a largely perceived negative image. In contract of logical evidence this fallacy substitutes examples from. A red herring is after that misleads or distracts from superior relevant more important making It wound be beautiful a logical fallacy or for literary device that leads readers or audiences toward god false conclusion. And fallacious arguments punished arguers of- ten grand into. Logical Fallacies Examples EnglishCompositionOrg. Example calling members of the National Rifle Association trigger happy drawing attention was from their. Example Ignore what Professor Schiff says about the origins of childhood Old Testament. Such a fantastic chef, headline writing as a valid to call david, and political or kinds of allegiance of? Look for Logical Fallacies.
    [Show full text]
  • Propaganda As Communication Strategy: Historic and Contemporary Perspective
    Academy of Marketing Studies Journal Volume 24, Issue 4, 2020 PROPAGANDA AS COMMUNICATION STRATEGY: HISTORIC AND CONTEMPORARY PERSPECTIVE Mohit Malhan, FPM Scholar, Indian Institute of Management, Lucknow Dr. Prem Prakash Dewani, Associate Professor, Indian Institute of Management, Lucknow ABSTRACT In a world entrapped in their own homes during the Covid-19 crisis, digital communication has taken a centre stage in most people’s lives. Where before the pandemic we were facing a barrage of fake news, the digitally entrenched pandemic world has deeply exacerbated the problem. The purpose of choosing this topic is that the topic is new and challenging. In today’s context, individuals are bound to face the propaganda, designed by firms as a communication strategy. The study is exploratory is nature. The study is done using secondary data from published sources. In our study, we try and study a particular type of communication strategy, propaganda, which employs questionable techniques, through a comprehensive literature review. We try and understand the history and use of propaganda and how its research developed from its nascent stages and collaborated with various communications theories. We then take a look at the its contemporary usages and tools employed. It is pertinent to study the impact of propaganda on individual and the society. We explain that how individual/firms/society can use propaganda to build a communication strategy. Further, we theories and elaborate on the need for further research on this widely prevalent form of communication. Keywords: Propaganda, Internet, Communication, Persuasion, Politics, Social Network. INTRODUCTION Propaganda has been in operation in the world for a long time now.
    [Show full text]
  • Two Kingdoms in the Third Reich Transcript
    Two Kingdoms in the Third Reich Transcript Date: Thursday, 9 March 2017 - 1:00PM Location: Barnard's Inn Hall 9 March 2017 Two Kingdoms in the Third Reich Professor Alec Ryrie This is a series of lectures on ‘extreme Christianity’, and it does not get much more extreme than this. You are familiar with Godwin’s Law, also known as the reductio ad Hitlerum: the notion that every argument in the modern world eventually progresses to the point where someone invokes a Nazi comparison, and the whole thing then collapses. There is a reason for that. Thanks to the Nazis, since 1945 Western civilisation has had something which it had not had for at least two centuries before that: an all-but universally accepted reference point for evil. That is important for any attempt to understand our culture, but it is especially important from the point of view of the history of religion in the West. Because defining evil, the whole business of mapping out what morality is, is supposed to be the core business of any religious community. And in the case of Nazism, Europe’s main religious communities plainly failed to do this. The slow realisation of Nazism’s evil was an essentially secular event, and the fact that our public life is now organised around an essentially secular definition of evil seems to me to be a key fact in understanding the history of religion in modern times. Today I want to look at the sorry story of how German’s Christian communities responded to Nazism: a story of collaboration, enthusiastic enabling, and of strictly limited pushback.
    [Show full text]
  • Introduction: What Is Computational Propaganda?
    !1 Introduction: What Is Computational Propaganda? Digital technologies hold great promise for democracy. Social media tools and the wider resources of the Internet o"er tremendous access to data, knowledge, social networks, and collective engagement opportunities, and can help us to build better democracies (Howard, 2015; Margetts et al., 2015). Unwelcome obstacles are, however, disrupting the creative democratic applications of information technologies (Woolley, 2016; Gallacher et al., 2017; Vosoughi, Roy, & Aral, 2018). Massive social platforms like Facebook and Twitter are struggling to come to grips with the ways their creations can be used for political control. Social media algorithms may be creating echo chambers in which public conversations get polluted and polarized. Surveillance capabilities are outstripping civil protections. Political “bots” (software agents used to generate simple messages and “conversations” on social media) are masquerading as genuine grassroots movements to manipulate public opinion. Online hate speech is gaining currency. Malicious actors and digital marketers run junk news factories that disseminate misinformation to harm opponents or earn click-through advertising revenue.# It is no exaggeration to say that coordinated e"orts are even now working to seed chaos in many political systems worldwide. Some militaries and intelligence agencies are making use of social media as conduits to undermine democratic processes and bring down democratic institutions altogether (Bradshaw & Howard, 2017). Most democratic governments are preparing their legal and regulatory responses. But unintended consequences from over- regulation, or regulation uninformed by systematic research, may be as damaging to democratic systems as the threats themselves.# We live in a time of extraordinary political upheaval and change, with political movements and parties rising and declining rapidly (Kreiss, 2016; Anstead, 2017).
    [Show full text]
  • Fine-Tuned Neural Models for Propaganda Detection at the Sentence and Fragment Levels
    Fine-Tuned Neural Models for Propaganda Detection at the Sentence and Fragment levels Tariq Alhindiy Jonas Pfeiffer∗ Smaranda Muresanyz yDepartment of Computer Science, Columbia University zData Science Institute, Columbia University ∗Ubiquitous Knowledge Processing Lab, Technische Universitat Darmstadt ftariq.a, [email protected] [email protected] Abstract pressed in a text fragment together with the be- ginning and the end of that text fragment. This This paper presents the CUNLP submission task is evaluated based on the prediction of the for the NLP4IF 2019 shared-task on Fine- type of propaganda technique and the intersec- Grained Propaganda Detection. Our system finished 5th out of 26 teams on the sentence- tion between the gold and the predicted spans. level classification task and 5th out of 11 teams The details to the evaluation measure used for the on the fragment-level classification task based FLC task are explained in Da San Martino et al. on our scores on the blind test set. We present (2019a). Both sub-tasks were automatically eval- our models, a discussion of our ablation stud- uated on a unified development set. The system ies and experiments, and an analysis of our performance was centrally assessed without dis- performance on all eighteen propaganda tech- tributing the gold labels, however allowing for an niques present in the corpus of the shared task. unlimited number of submissions. The final per- 1 Introduction formance on the test set was similarly evaluated, with the difference that the feedback was given Propaganda aims at influencing a target audience only after the submission was closed, simultane- with a specific group agenda using faulty reason- ously concluding the shared-task.
    [Show full text]