Daily Papers

The spread of misinformation is a prominent problem in today's society, and many researchers in academia and industry are trying to combat it. Due to the vast amount of misinformation that is created every day, it is unrealistic to leave this task to human fact-checkers. Data scientists and researchers have been working on automated misinformation detection for years, and it is still a challenging problem today. The goal of our research is to add a new level to automated misinformation detection; classifying segments of text with persuasive writing techniques in order to produce interpretable reasoning for why an article can be marked as misinformation. To accomplish this, we present a novel annotation scheme containing many common persuasive writing tactics, along with a dataset with human annotations accordingly. For this task, we make use of a RoBERTa model for text classification, due to its high performance in NLP. We develop several language model-based baselines and present the results of our persuasive strategy label predictions as well as the improvements these intermediate labels make in detecting misinformation and producing interpretable results.

Large Language Models (LLMs) have recently gained attention due to their ability to understand and generate sophisticated human-like content. However, ensuring their safety is paramount as they might provide harmful and unsafe responses. Existing LLM testing frameworks address various safety-related concerns (e.g., drugs, terrorism, animal abuse) but often face challenges due to unbalanced and obsolete datasets. In this paper, we present ASTRAL, a tool that automates the generation and execution of test cases (i.e., prompts) for testing the safety of LLMs. First, we introduce a novel black-box coverage criterion to generate balanced and diverse unsafe test inputs across a diverse set of safety categories as well as linguistic writing characteristics (i.e., different style and persuasive writing techniques). Second, we propose an LLM-based approach that leverages Retrieval Augmented Generation (RAG), few-shot prompting strategies and web browsing to generate up-to-date test inputs. Lastly, similar to current LLM test automation techniques, we leverage LLMs as test oracles to distinguish between safe and unsafe test outputs, allowing a fully automated testing approach. We conduct an extensive evaluation on well-known LLMs, revealing the following key findings: i) GPT3.5 outperforms other LLMs when acting as the test oracle, accurately detecting unsafe responses, and even surpassing more recent LLMs (e.g., GPT-4), as well as LLMs that are specifically tailored to detect unsafe LLM outputs (e.g., LlamaGuard); ii) the results confirm that our approach can uncover nearly twice as many unsafe LLM behaviors with the same number of test inputs compared to currently used static datasets; and iii) our black-box coverage criterion combined with web browsing can effectively guide the LLM on generating up-to-date unsafe test inputs, significantly increasing the number of unsafe LLM behaviors.

We are exposed to much information trying to influence us, such as teaser messages, debates, politically framed news, and propaganda - all of which use persuasive language. With the recent interest in Large Language Models (LLMs), we study the ability of LLMs to produce persuasive text. As opposed to prior work which focuses on particular domains or types of persuasion, we conduct a general study across various domains to measure and benchmark to what degree LLMs produce persuasive text - both when explicitly instructed to rewrite text to be more or less persuasive and when only instructed to paraphrase. To this end, we construct a new dataset, Persuasive-Pairs, of pairs each consisting of a short text and of a text rewritten by an LLM to amplify or diminish persuasive language. We multi-annotate the pairs on a relative scale for persuasive language. This data is not only a valuable resource in itself, but we also show that it can be used to train a regression model to predict a score of persuasive language between text pairs. This model can score and benchmark new LLMs across domains, thereby facilitating the comparison of different LLMs. Finally, we discuss effects observed for different system prompts. Notably, we find that different 'personas' in the system prompt of LLaMA3 change the persuasive language in the text substantially, even when only instructed to paraphrase. These findings underscore the importance of investigating persuasive language in LLM generated text.

With the spread of the use of Text2Img diffusion models such as DALL-E 2, Imagen, Mid Journey and Stable Diffusion, one challenge that artists face is selecting the right prompts to achieve the desired artistic output. We present techniques for measuring the effect that specific words and phrases in prompts have, and (in the Appendix) present guidance on the selection of prompts to produce desired effects.

This paper assesses the potential for large language models (LLMs) to serve as assistive tools in the creative writing process, by means of a single, in-depth case study. In the course of the study, we develop interactive and multi-voice prompting strategies that interleave background descriptions (scene setting, plot elements), instructions that guide composition, samples of text in the target style, and critical discussion of the given samples. We qualitatively evaluate the results from a literary critical perspective, as well as from the standpoint of computational creativity (a sub-field of artificial intelligence). Our findings lend support to the view that the sophistication of the results that can be achieved with an LLM mirrors the sophistication of the prompting.

Optimizing the phrasing of argumentative text is crucial in higher education and professional development. However, assessing whether and how the different claims in a text should be revised is a hard task, especially for novice writers. In this work, we explore the main challenges to identifying argumentative claims in need of specific revisions. By learning from collaborative editing behaviors in online debates, we seek to capture implicit revision patterns in order to develop approaches aimed at guiding writers in how to further improve their arguments. We systematically compare the ability of common word embedding models to capture the differences between different versions of the same text, and we analyze their impact on various types of writing issues. To deal with the noisy nature of revision-based corpora, we propose a new sampling strategy based on revision distance. Opposed to approaches from prior work, such sampling can be done without employing additional annotations and judgments. Moreover, we provide evidence that using contextual information and domain knowledge can further improve prediction results. How useful a certain type of context is, depends on the issue the claim is suffering from, though.

Enhancing word usage is a desired feature for writing assistance. To further advance research in this area, this paper introduces "Smart Word Suggestions" (SWS) task and benchmark. Unlike other works, SWS emphasizes end-to-end evaluation and presents a more realistic writing assistance scenario. This task involves identifying words or phrases that require improvement and providing substitution suggestions. The benchmark includes human-labeled data for testing, a large distantly supervised dataset for training, and the framework for evaluation. The test data includes 1,000 sentences written by English learners, accompanied by over 16,000 substitution suggestions annotated by 10 native speakers. The training dataset comprises over 3.7 million sentences and 12.7 million suggestions generated through rules. Our experiments with seven baselines demonstrate that SWS is a challenging task. Based on experimental analysis, we suggest potential directions for future research on SWS. The dataset and related codes is available at https://github.com/microsoft/SmartWordSuggestions.

Recent advancements in large language models (LLMs) have significantly enhanced text generation capabilities, yet evaluating their performance in generative writing remains a challenge. Existing benchmarks primarily focus on generic text generation or limited in writing tasks, failing to capture the diverse requirements of high-quality written contents across various domains. To bridge this gap, we present WritingBench, a comprehensive benchmark designed to evaluate LLMs across 6 core writing domains and 100 subdomains, encompassing creative, persuasive, informative, and technical writing. We further propose a query-dependent evaluation framework that empowers LLMs to dynamically generate instance-specific assessment criteria. This framework is complemented by a fine-tuned critic model for criteria-aware scoring, enabling evaluations in style, format and length. The framework's validity is further demonstrated by its data curation capability, which enables 7B-parameter models to approach state-of-the-art (SOTA) performance. We open-source the benchmark, along with evaluation tools and modular framework components, to advance the development of LLMs in writing.

This study demonstrates the effectiveness of XLNet, a transformer-based language model, for annotating argumentative elements in persuasive essays. XLNet's architecture incorporates a recurrent mechanism that allows it to model long-term dependencies in lengthy texts. Fine-tuned XLNet models were applied to three datasets annotated with different schemes - a proprietary dataset using the Annotations for Revisions and Reflections on Writing (ARROW) scheme, the PERSUADE corpus, and the Argument Annotated Essays (AAE) dataset. The XLNet models achieved strong performance across all datasets, even surpassing human agreement levels in some cases. This shows XLNet capably handles diverse annotation schemes and lengthy essays. Comparisons between the model outputs on different datasets also revealed insights into the relationships between the annotation tags. Overall, XLNet's strong performance on modeling argumentative structures across diverse datasets highlights its suitability for providing automated feedback on essay organization.

Communicating science and technology is essential for the public to understand and engage in a rapidly changing world. Tweetorials are an emerging phenomenon where experts explain STEM topics on social media in creative and engaging ways. However, STEM experts struggle to write an engaging "hook" in the first tweet that captures the reader's attention. We propose methods to use large language models (LLMs) to help users scaffold their process of writing a relatable hook for complex scientific topics. We demonstrate that LLMs can help writers find everyday experiences that are relatable and interesting to the public, avoid jargon, and spark curiosity. Our evaluation shows that the system reduces cognitive load and helps people write better hooks. Lastly, we discuss the importance of interactivity with LLMs to preserve the correctness, effectiveness, and authenticity of the writing.

Large language models (LLMs) have demonstrated the capacity to improve summary quality by mirroring a human-like iterative process of critique and refinement starting from the initial draft. Two strategies are designed to perform this iterative process: Prompt Chaining and Stepwise Prompt. Prompt chaining orchestrates the drafting, critiquing, and refining phases through a series of three discrete prompts, while Stepwise prompt integrates these phases within a single prompt. However, the relative effectiveness of the two methods has not been extensively studied. This paper is dedicated to examining and comparing these two methods in the context of text summarization to ascertain which method stands out as the most effective. Experimental results show that the prompt chaining method can produce a more favorable outcome. This might be because stepwise prompt might produce a simulated refinement process according to our various experiments. Since refinement is adaptable to diverse tasks, our conclusions have the potential to be extrapolated to other applications, thereby offering insights that may contribute to the broader development of LLMs.

Personalized text generation is an emerging research area that has attracted much attention in recent years. Most studies in this direction focus on a particular domain by designing bespoke features or models. In this work, we propose a general approach for personalized text generation using large language models (LLMs). Inspired by the practice of writing education, we develop a multistage and multitask framework to teach LLMs for personalized generation. In writing instruction, the task of writing from sources is often decomposed into multiple steps that involve finding, evaluating, summarizing, synthesizing, and integrating information. Analogously, our approach to personalized text generation consists of multiple stages: retrieval, ranking, summarization, synthesis, and generation. In addition, we introduce a multitask setting that helps the model improve its generation ability further, which is inspired by the observation in education that a student's reading proficiency and writing ability are often correlated. We evaluate our approach on three public datasets, each of which covers a different and representative domain. Our results show significant improvements over a variety of baselines.

Current research has explored how Generative AI can support the brainstorming process for content creators, but a gap remains in exploring support-tools for the pre-writing process. Specifically, our research is focused on supporting users in finding topics at the right level of specificity for their audience. This process is called topic scoping. Topic scoping is a cognitively demanding task, requiring users to actively recall subtopics in a given domain. This manual approach also reduces the diversity of subtopics that a user is able to explore. We propose using Large Language Models (LLMs) to support the process of topic scoping by iteratively generating subtopics at increasing levels of specificity: dynamically creating topic hierarchies. We tested three different prompting strategies and found that increasing the amount of context included in the prompt improves subtopic generation by 20 percentage points. Finally, we discuss applications of this research in education, content creation, and product management.

Scholarly writing presents a complex space that generally follows a methodical procedure to plan and produce both rationally sound and creative compositions. Recent works involving large language models (LLM) demonstrate considerable success in text generation and revision tasks; however, LLMs still struggle to provide structural and creative feedback on the document level that is crucial to academic writing. In this paper, we introduce a novel taxonomy that categorizes scholarly writing behaviors according to intention, writer actions, and the information types of the written data. We also provide ManuScript, an original dataset annotated with a simplified version of our taxonomy to show writer actions and the intentions behind them. Motivated by cognitive writing theory, our taxonomy for scientific papers includes three levels of categorization in order to trace the general writing flow and identify the distinct writer activities embedded within each higher-level process. ManuScript intends to provide a complete picture of the scholarly writing process by capturing the linearity and non-linearity of writing trajectory, such that writing assistants can provide stronger feedback and suggestions on an end-to-end level. The collected writing trajectories are viewed at https://minnesotanlp.github.io/REWARD_demo/

Writing is a cognitively demanding task involving continuous decision-making, heavy use of working memory, and frequent switching between multiple activities. Scholarly writing is particularly complex as it requires authors to coordinate many pieces of multiform knowledge. To fully understand writers' cognitive thought process, one should fully decode the end-to-end writing data (from individual ideas to final manuscript) and understand their complex cognitive mechanisms in scholarly writing. We introduce ScholaWrite dataset, the first-of-its-kind keystroke logs of an end-to-end scholarly writing process for complete manuscripts, with thorough annotations of cognitive writing intentions behind each keystroke. Our dataset includes LaTeX-based keystroke data from five preprints with nearly 62K total text changes and annotations across 4 months of paper writing. ScholaWrite shows promising usability and applications (e.g., iterative self-writing) for the future development of AI writing assistants for academic research, which necessitate complex methods beyond LLM prompting. Our experiments clearly demonstrated the importance of collection of end-to-end writing data, rather than the final manuscript, for the development of future writing assistants to support the cognitive thinking process of scientists. Our de-identified dataset, demo, and code repository are available on our project page.

Iterative RAG for multi-hop question answering faces challenges with lengthy contexts and the buildup of irrelevant information. This hinders a model's capacity to process and reason over retrieved content and limits performance. While recent methods focus on compressing retrieved information, they are either restricted to single-round RAG, require finetuning or lack scalability in iterative RAG. To address these challenges, we propose Notes Writing, a method that generates concise and relevant notes from retrieved documents at each step, thereby reducing noise and retaining only essential information. This indirectly increases the effective context length of Large Language Models (LLMs), enabling them to reason and plan more effectively while processing larger volumes of input text. Notes Writing is framework agnostic and can be integrated with different iterative RAG methods. We demonstrate its effectiveness with three iterative RAG methods, across two models and four evaluation datasets. Notes writing yields an average improvement of 15.6 percentage points overall, with minimal increase in output tokens.

To combat the misuse of Large Language Models (LLMs), many recent studies have presented LLM-generated-text detectors with promising performance. When users instruct LLMs to generate texts, the instruction can include different constraints depending on the user's need. However, most recent studies do not cover such diverse instruction patterns when creating datasets for LLM detection. In this paper, we reveal that even task-oriented constraints -- constraints that would naturally be included in an instruction and are not related to detection-evasion -- cause existing powerful detectors to have a large variance in detection performance. We focus on student essay writing as a realistic domain and manually create task-oriented constraints based on several factors for essay quality. Our experiments show that the standard deviation (SD) of current detector performance on texts generated by an instruction with such a constraint is significantly larger (up to an SD of 14.4 F1-score) than that by generating texts multiple times or paraphrasing the instruction. We also observe an overall trend where the constraints can make LLM detection more challenging than without them. Finally, our analysis indicates that the high instruction-following ability of LLMs fosters the large impact of such constraints on detection performance.

With the recent advances of large language models (LLMs), it is no longer infeasible to build an automated debate system that helps people to synthesise persuasive arguments. Previous work attempted this task by integrating multiple components. In our work, we introduce an argument mining dataset that captures the end-to-end process of preparing an argumentative essay for a debate, which covers the tasks of claim and evidence identification (Task 1 ED), evidence convincingness ranking (Task 2 ECR), argumentative essay summarisation and human preference ranking (Task 3 ASR) and metric learning for automated evaluation of resulting essays, based on human feedback along argument quality dimensions (Task 4 SQE). Our dataset contains 14k examples of claims that are fully annotated with the various properties supporting the aforementioned tasks. We evaluate multiple generative baselines for each of these tasks, including representative LLMs. We find, that while they show promising results on individual tasks in our benchmark, their end-to-end performance on all four tasks in succession deteriorates significantly, both in automated measures as well as in human-centred evaluation. This challenge presented by our proposed dataset motivates future research on end-to-end argument mining and summarisation. The repository of this project is available at https://github.com/HarrywillDr/ArgSum-Datatset

As large language models take on growing roles as automated evaluators in practical settings, a critical question arises: Can individuals persuade an LLM judge to assign unfairly high scores? This study is the first to reveal that strategically embedded persuasive language can bias LLM judges when scoring mathematical reasoning tasks, where correctness should be independent of stylistic variation. Grounded in Aristotle's rhetorical principles, we formalize seven persuasion techniques (Majority, Consistency, Flattery, Reciprocity, Pity, Authority, Identity) and embed them into otherwise identical responses. Across six math benchmarks, we find that persuasive language leads LLM judges to assign inflated scores to incorrect solutions, by up to 8% on average, with Consistency causing the most severe distortion. Notably, increasing model size does not substantially mitigate this vulnerability. Further analysis demonstrates that combining multiple persuasion techniques amplifies the bias, and pairwise evaluation is likewise susceptible. Moreover, the persuasive effect persists under counter prompting strategies, highlighting a critical vulnerability in LLM-as-a-Judge pipelines and underscoring the need for robust defenses against persuasion-based attacks.

Large Language Models (LLMs) have shown proficiency in generating persuasive dialogue, yet concerns about the fluency and sophistication of their outputs persist. This paper presents a multi-LLM communication framework designed to enhance the generation of persuasive data automatically. This framework facilitates the efficient production of high-quality, diverse linguistic content with minimal human oversight. Through extensive evaluations, we demonstrate that the generated data excels in naturalness, linguistic diversity, and the strategic use of persuasion, even in complex scenarios involving social taboos. The framework also proves adept at generalizing across novel contexts. Our results highlight the framework's potential to significantly advance research in both computational and social science domains concerning persuasive communication.

Large language models (LLMs) are becoming more prevalent and have found a ubiquitous use in providing different forms of writing assistance. However, LLM-powered writing systems can frustrate users due to their limited personalization and control, which can be exacerbated when users lack experience with prompt engineering. We see design as one way to address these challenges and introduce GhostWriter, an AI-enhanced writing design probe where users can exercise enhanced agency and personalization. GhostWriter leverages LLMs to learn the user's intended writing style implicitly as they write, while allowing explicit teaching moments through manual style edits and annotations. We study 18 participants who use GhostWriter on two different writing tasks, observing that it helps users craft personalized text generations and empowers them by providing multiple ways to control the system's writing style. From this study, we present insights regarding people's relationship with AI-assisted writing and offer design recommendations for future work.

Textual content is often the output of a collaborative writing process: We start with an initial draft, ask for suggestions, and repeatedly make changes. Agnostic of this process, today's language models are trained to generate only the final result. As a consequence, they lack several abilities crucial for collaborative writing: They are unable to update existing texts, difficult to control and incapable of verbally planning or explaining their actions. To address these shortcomings, we introduce PEER, a collaborative language model that is trained to imitate the entire writing process itself: PEER can write drafts, add suggestions, propose edits and provide explanations for its actions. Crucially, we train multiple instances of PEER able to infill various parts of the writing process, enabling the use of self-training techniques for increasing the quality, amount and diversity of training data. This unlocks PEER's full potential by making it applicable in domains for which no edit histories are available and improving its ability to follow instructions, to write useful comments, and to explain its actions. We show that PEER achieves strong performance across various domains and editing tasks.

The development and popularization of large language models (LLMs) have raised concerns that they will be used to create tailor-made, convincing arguments to push false or misleading narratives online. Early work has found that language models can generate content perceived as at least on par and often more persuasive than human-written messages. However, there is still limited knowledge about LLMs' persuasive capabilities in direct conversations with human counterparts and how personalization can improve their performance. In this pre-registered study, we analyze the effect of AI-driven persuasion in a controlled, harmless setting. We create a web-based platform where participants engage in short, multiple-round debates with a live opponent. Each participant is randomly assigned to one of four treatment conditions, corresponding to a two-by-two factorial design: (1) Games are either played between two humans or between a human and an LLM; (2) Personalization might or might not be enabled, granting one of the two players access to basic sociodemographic information about their opponent. We found that participants who debated GPT-4 with access to their personal information had 81.7% (p < 0.01; N=820 unique participants) higher odds of increased agreement with their opponents compared to participants who debated humans. Without personalization, GPT-4 still outperforms humans, but the effect is lower and statistically non-significant (p=0.31). Overall, our results suggest that concerns around personalization are meaningful and have important implications for the governance of social media and the design of new online environments.

Many people aim for change, but not everyone succeeds. While there are a number of social psychology theories that propose motivation-related characteristics of those who persist with change, few computational studies have explored the motivational stage of personal change. In this paper, we investigate a new dataset consisting of the writings of people who manifest intention to change, some of whom persist while others do not. Using a variety of linguistic analysis techniques, we first examine the writing patterns that distinguish the two groups of people. Persistent people tend to reference more topics related to long-term self-improvement and use a more complicated writing style. Drawing on these consistent differences, we build a classifier that can reliably identify the people more likely to persist, based on their language. Our experiments provide new insights into the motivation-related behavior of people who persist with their intention to change.

We study how to apply large language models to write grounded and organized long-form articles from scratch, with comparable breadth and depth to Wikipedia pages. This underexplored problem poses new challenges at the pre-writing stage, including how to research the topic and prepare an outline prior to writing. We propose STORM, a writing system for the Synthesis of Topic Outlines through Retrieval and Multi-perspective Question Asking. STORM models the pre-writing stage by (1) discovering diverse perspectives in researching the given topic, (2) simulating conversations where writers carrying different perspectives pose questions to a topic expert grounded on trusted Internet sources, (3) curating the collected information to create an outline. For evaluation, we curate FreshWiki, a dataset of recent high-quality Wikipedia articles, and formulate outline assessments to evaluate the pre-writing stage. We further gather feedback from experienced Wikipedia editors. Compared to articles generated by an outline-driven retrieval-augmented baseline, more of STORM's articles are deemed to be organized (by a 25% absolute increase) and broad in coverage (by 10%). The expert feedback also helps identify new challenges for generating grounded long articles, such as source bias transfer and over-association of unrelated facts.

Although LLMs are increasing the productivity of professional programmers, existing work shows that beginners struggle to prompt LLMs to solve text-to-code tasks. Why is this the case? This paper explores two competing hypotheses about the cause of student-LLM miscommunication: (1) students simply lack the technical vocabulary needed to write good prompts, and (2) students do not understand the extent of information that LLMs need to solve code generation tasks. We study (1) with a causal intervention experiment on technical vocabulary and (2) by analyzing graphs that abstract how students edit prompts and the different failures that they encounter. We find that substance beats style: a poor grasp of technical vocabulary is merely correlated with prompt failure; that the information content of prompts predicts success; that students get stuck making trivial edits; and more. Our findings have implications for the use of LLMs in programming education, and for efforts to make computing more accessible with LLMs.

Ensuring that online discussions are civil and productive is a major challenge for social media platforms. Such platforms usually rely both on users and on automated detection tools to flag inappropriate arguments of other users, which moderators then review. However, this kind of post-hoc moderation is expensive and time-consuming, and moderators are often overwhelmed by the amount and severity of flagged content. Instead, a promising alternative is to prevent negative behavior during content creation. This paper studies how inappropriate language in arguments can be computationally mitigated. We propose a reinforcement learning-based rewriting approach that balances content preservation and appropriateness based on existing classifiers, prompting an instruction-finetuned large language model (LLM) as our initial policy. Unlike related style transfer tasks, rewriting inappropriate arguments allows deleting and adding content permanently. It is therefore tackled on document level rather than sentence level. We evaluate different weighting schemes for the reward function in both absolute and relative human assessment studies. Systematic experiments on non-parallel data provide evidence that our approach can mitigate the inappropriateness of arguments while largely preserving their content. It significantly outperforms competitive baselines, including few-shot learning, prompting, and humans.

Despite the growing adoption of large language models (LLMs) in academic workflows, their capabilities remain limited when it comes to supporting high-quality scientific writing. Most existing systems are designed for general-purpose scientific text generation and fail to meet the sophisticated demands of research communication beyond surface-level polishing, such as conceptual coherence across sections. Furthermore, academic writing is inherently iterative and revision-driven, a process not well supported by direct prompting-based paradigms. To address these scenarios, we propose a human-AI collaboration framework for academic paper revision. We first introduce a comprehensive dataset of 7,040 research papers from top-tier venues annotated with over 140,000 instruction-response pairs that reflect realistic, section-level scientific revisions. Building on the dataset, we develop XtraGPT, the first suite of open-source LLMs, designed to provide context-aware, instruction-guided writing assistance, ranging from 1.5B to 14B parameters. Extensive experiments validate that XtraGPT significantly outperforms same-scale baselines and approaches the quality of proprietary systems. Both automated preference assessments and human evaluations confirm the effectiveness of our models in improving scientific drafts.

As large language models (LLMs) become increasingly common in educational applications, there is a growing need for evidence-based methods to design and evaluate LLM prompts that produce personalized and pedagogically aligned out-puts. This study presents a generalizable, systematic approach for evaluating prompts, demonstrated through an analysis of LLM-generated follow-up questions in a structured dialogue activity. Six prompt templates were designed and tested. The templates incorporated established prompt engineering patterns, with each prompt emphasizing distinct pedagogical strategies. The prompt templates were compared through a tournament-style evaluation framework that can be adapted for other educational applications. The tournament employed the Glicko2 rating system with eight judges evaluating question pairs across three dimensions: format, dialogue support, and appropriateness for learners. Data was sourced from 120 authentic user interactions across three distinct educational deployments. Results showed that a single prompt related to strategic reading out-performed other templates with win probabilities ranging from 81% to 100% in pairwise comparisons. This prompt combined persona and context manager pat-terns and was designed to support metacognitive learning strategies such as self-directed learning. The methodology showcases how educational technology re- searchers can systematically evaluate and improve prompt designs, moving beyond ad-hoc prompt engineering toward evidence-based prompt development for educational applications.

Revision is a crucial step in scientific writing, where authors refine their work to improve clarity, structure, and academic quality. Existing approaches to automated writing assistance often focus on sentence-level revisions, which fail to capture the broader context needed for effective modification. In this paper, we explore the impact of shifting from sentence-level to paragraph-level scope for the task of scientific text revision. The paragraph level definition of the task allows for more meaningful changes, and is guided by detailed revision instructions rather than general ones. To support this task, we introduce ParaRev, the first dataset of revised scientific paragraphs with an evaluation subset manually annotated with revision instructions. Our experiments demonstrate that using detailed instructions significantly improves the quality of automated revisions compared to general approaches, no matter the model or the metric considered.

Large Language Models (LLMs) have shown exceptional results on current benchmarks when working individually. The advancement in their capabilities, along with a reduction in parameter size and inference times, has facilitated the use of these models as agents, enabling interactions among multiple models to execute complex tasks. Such collaborations offer several advantages, including the use of specialized models (e.g. coding), improved confidence through multiple computations, and enhanced divergent thinking, leading to more diverse outputs. Thus, the collaborative use of language models is expected to grow significantly in the coming years. In this work, we evaluate the behavior of a network of models collaborating through debate under the influence of an adversary. We introduce pertinent metrics to assess the adversary's effectiveness, focusing on system accuracy and model agreement. Our findings highlight the importance of a model's persuasive ability in influencing others. Additionally, we explore inference-time methods to generate more compelling arguments and evaluate the potential of prompt-based mitigation as a defensive strategy.

Long-form writing agents require flexible integration and interaction across information retrieval, reasoning, and composition. Current approaches rely on predetermined workflows and rigid thinking patterns to generate outlines before writing, resulting in constrained adaptability during writing. In this paper we propose a general agent framework that achieves human-like adaptive writing through recursive task decomposition and dynamic integration of three fundamental task types, i.e. retrieval, reasoning, and composition. Our methodology features: 1) a planning mechanism that interleaves recursive task decomposition and execution, eliminating artificial restrictions on writing workflow; and 2) integration of task types that facilitates heterogeneous task decomposition. Evaluations on both fiction writing and technical report generation show that our method consistently outperforms state-of-the-art approaches across all automatic evaluation metrics, which demonstrate the effectiveness and broad applicability of our proposed framework.

Like humans, Large Language Models (LLMs) struggle to generate high-quality long-form text that adheres to strict requirements in a single pass. This challenge is unsurprising, as successful human writing, according to the Cognitive Writing Theory, is a complex cognitive process involving iterative planning, translating, reviewing, and monitoring. Motivated by these cognitive principles, we aim to equip LLMs with human-like cognitive writing capabilities through CogWriter, a novel training-free framework that transforms LLM constrained long-form text generation into a systematic cognitive writing paradigm. Our framework consists of two key modules: (1) a Planning Agent that performs hierarchical planning to decompose the task, and (2) multiple Generation Agents that execute these plans in parallel. The system maintains quality via continuous monitoring and reviewing mechanisms, which evaluate outputs against specified requirements and trigger necessary revisions. CogWriter demonstrates exceptional performance on LongGenBench, a benchmark for complex constrained long-form text generation. Even when using Qwen-2.5-14B as its backbone, CogWriter surpasses GPT-4o by 22% in complex instruction completion accuracy while reliably generating texts exceeding 10,000 words. We hope this cognitive science-inspired approach provides a paradigm for LLM writing advancements: https://github.com/KaiyangWan/CogWriter{CogWriter}.

What kinds of instructional prompts are easier to follow for Language Models (LMs)? We study this question by conducting extensive empirical analysis that shed light on important features of successful instructional prompts. Specifically, we study several classes of reframing techniques for manual reformulation of prompts into more effective ones. Some examples include decomposing a complex task instruction into multiple simpler tasks or itemizing instructions into sequential steps. Our experiments compare the zero-shot and few-shot performance of LMs prompted with reframed instructions on 12 NLP tasks across 6 categories. Compared with original instructions, our reframed instructions lead to significant improvements across LMs with different sizes. For example, the same reframed prompts boost few-shot performance of GPT3-series and GPT2-series by 12.5% and 6.7% respectively averaged over all tasks. Furthermore, reframed instructions reduce the number of examples required to prompt LMs in the few-shot setting. We hope these empirically-driven techniques will pave the way towards more effective future prompting algorithms.

In this paper, we present the main findings and compare the results of SemEval-2020 Task 10, Emphasis Selection for Written Text in Visual Media. The goal of this shared task is to design automatic methods for emphasis selection, i.e. choosing candidates for emphasis in textual content to enable automated design assistance in authoring. The main focus is on short text instances for social media, with a variety of examples, from social media posts to inspirational quotes. Participants were asked to model emphasis using plain text with no additional context from the user or other design considerations. SemEval-2020 Emphasis Selection shared task attracted 197 participants in the early phase and a total of 31 teams made submissions to this task. The highest-ranked submission achieved 0.823 Matchm score. The analysis of systems submitted to the task indicates that BERT and RoBERTa were the most common choice of pre-trained models used, and part of speech tag (POS) was the most useful feature. Full results can be found on the task's website.

There are widespread fears that conversational AI could soon exert unprecedented influence over human beliefs. Here, in three large-scale experiments (N=76,977), we deployed 19 LLMs-including some post-trained explicitly for persuasion-to evaluate their persuasiveness on 707 political issues. We then checked the factual accuracy of 466,769 resulting LLM claims. Contrary to popular concerns, we show that the persuasive power of current and near-future AI is likely to stem more from post-training and prompting methods-which boosted persuasiveness by as much as 51% and 27% respectively-than from personalization or increasing model scale. We further show that these methods increased persuasion by exploiting LLMs' unique ability to rapidly access and strategically deploy information and that, strikingly, where they increased AI persuasiveness they also systematically decreased factual accuracy.

Debate is the process of exchanging viewpoints or convincing others on a particular issue. Recent research has provided empirical evidence that the persuasiveness of an argument is determined not only by language usage but also by communicator characteristics. Researchers have paid much attention to aspects of languages, such as linguistic features and discourse structures, but combining argument persuasiveness and impact with the social personae of the audience has not been explored due to the difficulty and complexity. We have observed the impressive simulation and personification capability of ChatGPT, indicating a giant pre-trained language model may function as an individual to provide personae and exert unique influences based on diverse background knowledge. Therefore, we propose a persona knowledge-aligned framework for argument quality assessment tasks from the audience side. This is the first work that leverages the emergence of ChatGPT and injects such audience personae knowledge into smaller language models via prompt tuning. The performance of our pipeline demonstrates significant and consistent improvement compared to competitive architectures.

The rapid rise of Large Language Models (LLMs) has created new disruptive possibilities for persuasive communication, by enabling fully-automated personalized and interactive content generation at an unprecedented scale. In this paper, we survey the research field of LLM-based persuasion that has emerged as a result. We begin by exploring the different modes in which LLM Systems are used to influence human attitudes and behaviors. In areas such as politics, marketing, public health, e-commerce, and charitable giving, such LLM Systems have already achieved human-level or even super-human persuasiveness. We identify key factors influencing their effectiveness, such as the manner of personalization and whether the content is labelled as AI-generated. We also summarize the experimental designs that have been used to evaluate progress. Our survey suggests that the current and future potential of LLM-based persuasion poses profound ethical and societal risks, including the spread of misinformation, the magnification of biases, and the invasion of privacy. These risks underscore the urgent need for ethical guidelines and updated regulatory frameworks to avoid the widespread deployment of irresponsible and harmful LLM Systems.

It has become routine to report research results where Large Language Models (LLMs) outperform average humans in a wide range of language-related tasks, and creative text writing is no exception. It seems natural, then, to raise the bid: Are LLMs ready to compete in creative writing skills with a top (rather than average) novelist? To provide an initial answer for this question, we have carried out a contest between Patricio Pron (an awarded novelist, considered one of the best of his generation) and GPT-4 (one of the top performing LLMs), in the spirit of AI-human duels such as DeepBlue vs Kasparov and AlphaGo vs Lee Sidol. We asked Pron and GPT-4 to provide thirty titles each, and then to write short stories for both their titles and their opponent's. Then, we prepared an evaluation rubric inspired by Boden's definition of creativity, and we collected 5,400 manual assessments provided by literature critics and scholars. The results of our experimentation indicate that LLMs are still far from challenging a top human creative writer, and that reaching such level of autonomous creative writing skills probably cannot be reached simply with larger language models.

Coherence is one of the critical factors that determine the quality of writing. We propose writing relevance (WR) training method for neural encoder-decoder natural language generation (NLG) models which improves coherence of the continuation by leveraging negative examples. WR loss regresses the vector representation of the context and generated sentence toward positive continuation by contrasting it with the negatives. We compare our approach with Unlikelihood (UL) training in a text continuation task on commonsense natural language inference (NLI) corpora to show which method better models the coherence by avoiding unlikely continuations. The preference of our approach in human evaluation shows the efficacy of our method in improving coherence.

Business communication digitisation has reorganised the process of persuasive discourse, which allows not only greater transparency but also advanced deception. This inquiry synthesises classical rhetoric and communication psychology with linguistic theory and empirical studies in the financial reporting, sustainability discourse, and digital marketing to explain how deceptive language can be systematically detected using persuasive lexicon. In controlled settings, detection accuracies of greater than 99% were achieved by using computational textual analysis as well as personalised transformer models. However, reproducing this performance in multilingual settings is also problematic and, to a large extent, this is because it is not easy to find sufficient data, and because few multilingual text-processing infrastructures are in place. This evidence shows that there has been an increasing gap between the theoretical representations of communication and those empirically approximated, and therefore, there is a need to have strong automatic text-identification systems where AI-based discourse is becoming more realistic in communicating with humans.

We present Speakerly, a new real-time voice-based writing assistance system that helps users with text composition across various use cases such as emails, instant messages, and notes. The user can interact with the system through instructions or dictation, and the system generates a well-formatted and coherent document. We describe the system architecture and detail how we address the various challenges while building and deploying such a system at scale. More specifically, our system uses a combination of small, task-specific models as well as pre-trained language models for fast and effective text composition while supporting a variety of input modes for better usability.

Persuasion plays a pivotal role in a wide range of applications from health intervention to the promotion of social good. Persuasive chatbots can accelerate the positive effects of persuasion in such applications. Existing methods rely on fine-tuning persuasive chatbots with task-specific training data which is costly, if not infeasible, to collect. To address this issue, we propose a method to leverage the generalizability and inherent persuasive abilities of large language models (LLMs) in creating effective and truthful persuasive chatbot for any given domain in a zero-shot manner. Unlike previous studies which used pre-defined persuasion strategies, our method first uses an LLM to generate responses, then extracts the strategies used on the fly, and replaces any unsubstantiated claims in the response with retrieved facts supporting the strategies. We applied our chatbot, PersuaBot, to three significantly different domains needing persuasion skills: donation solicitation, recommendations, and health intervention. Our experiments on simulated and human conversations show that our zero-shot approach is more persuasive than prior work, while achieving factual accuracy surpassing state-of-the-art knowledge-oriented chatbots. Our study demonstrated that when persuasive chatbots are employed responsibly for social good, it is an enabler of positive individual and social change.

Large language models (LLMs) are capable of writing grammatical text that follows instructions, answers questions, and solves problems. As they have advanced, it has become difficult to distinguish their output from human-written text. While past research has found some differences in surface features such as word choice and punctuation, and developed classifiers to detect LLM output, none has studied the rhetorical styles of LLMs. Using several variants of Llama 3 and GPT-4o, we construct two parallel corpora of human- and LLM-written texts from common prompts. Using Douglas Biber's set of lexical, grammatical, and rhetorical features, we identify systematic differences between LLMs and humans and between different LLMs. These differences persist when moving from smaller models to larger ones, and are larger for instruction-tuned models than base models. This demonstrates that despite their advanced abilities, LLMs struggle to match human styles, and hence more advanced linguistic features can detect patterns in their behavior not previously recognized.

Large language models (LLMs) are shaping a new user interface (UI) paradigm in writing tools by enabling users to generate text through prompts. This paradigm shifts some creative control from the user to the system, thereby diminishing the user's authorship and autonomy in the writing process. To restore autonomy, we introduce Textfocals, a UI prototype designed to investigate a human-centered approach that emphasizes the user's role in writing. Textfocals supports the writing process by providing LLM-generated summaries, questions, and advice (i.e., LLM views) in a sidebar of a text editor, encouraging reflection and self-driven revision in writing without direct text generation. Textfocals' UI affordances, including contextually adaptive views and scaffolding for prompt selection and customization, offer a novel way to interact with LLMs where users maintain full authorship of their writing. A formative user study with Textfocals showed promising evidence that this approach might help users develop underdeveloped ideas, cater to the rhetorical audience, and clarify their writing. However, the study also showed interaction design challenges related to document navigation and scoping, prompt engineering, and context management. Our work highlights the breadth of the design space of writing support interfaces powered by generative AI that maintain authorship integrity.

In this work we address the problem of argument search. The purpose of argument search is the distillation of pro and contra arguments for requested topics from large text corpora. In previous works, the usual approach is to use a standard search engine to extract text parts which are relevant to the given topic and subsequently use an argument recognition algorithm to select arguments from them. The main challenge in the argument recognition task, which is also known as argument mining, is that often sentences containing arguments are structurally similar to purely informative sentences without any stance about the topic. In fact, they only differ semantically. Most approaches use topic or search term information only for the first search step and therefore assume that arguments can be classified independently of a topic. We argue that topic information is crucial for argument mining, since the topic defines the semantic context of an argument. Precisely, we propose different models for the classification of arguments, which take information about a topic of an argument into account. Moreover, to enrich the context of a topic and to let models understand the context of the potential argument better, we integrate information from different external sources such as Knowledge Graphs or pre-trained NLP models. Our evaluation shows that considering topic information, especially in connection with external information, provides a significant performance boost for the argument mining task.

While large-scale pretrained language models have significantly improved writing assistance functionalities such as autocomplete, more complex and controllable writing assistants have yet to be explored. We leverage advances in language modeling to build an interactive writing assistant that generates and rephrases text according to fine-grained author specifications. Users provide input to our Intent-Guided Assistant (IGA) in the form of text interspersed with tags that correspond to specific rhetorical directives (e.g., adding description or contrast, or rephrasing a particular sentence). We fine-tune a language model on a dataset heuristically-labeled with author intent, which allows IGA to fill in these tags with generated text that users can subsequently edit to their liking. A series of automatic and crowdsourced evaluations confirm the quality of IGA's generated outputs, while a small-scale user study demonstrates author preference for IGA over baseline methods in a creative writing task. We release our dataset, code, and demo to spur further research into AI-assisted writing.

Experts in various fields routinely perform methodical writing tasks to plan, organize, and report their work. From a clinician writing a differential diagnosis for a patient, to a teacher writing a lesson plan for students, these tasks are pervasive, requiring to methodically generate structured long-form output for a given input. We develop a typology of methodical tasks structured in the form of a task objective, procedure, input, and output, and introduce DoLoMiTes, a novel benchmark with specifications for 519 such tasks elicited from hundreds of experts from across 25 fields. Our benchmark further contains specific instantiations of methodical tasks with concrete input and output examples (1,857 in total) which we obtain by collecting expert revisions of up to 10 model-generated examples of each task. We use these examples to evaluate contemporary language models highlighting that automating methodical tasks is a challenging long-form generation problem, as it requires performing complex inferences, while drawing upon the given context as well as domain knowledge.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Different ways of linguistically expressing the same real-world event can lead to different perceptions of what happened. Previous work has shown that different descriptions of gender-based violence (GBV) influence the reader's perception of who is to blame for the violence, possibly reinforcing stereotypes which see the victim as partly responsible, too. As a contribution to raise awareness on perspective-based writing, and to facilitate access to alternative perspectives, we introduce the novel task of automatically rewriting GBV descriptions as a means to alter the perceived level of responsibility on the perpetrator. We present a quasi-parallel dataset of sentences with low and high perceived responsibility levels for the perpetrator, and experiment with unsupervised (mBART-based), zero-shot and few-shot (GPT3-based) methods for rewriting sentences. We evaluate our models using a questionnaire study and a suite of automatic metrics.

Recent advances in large language models (LLMs) like GPT-3.5 and GPT-4 promise automation with better results and less programming, opening up new opportunities for text analysis in political science. In this study, we evaluate LLMs on three original coding tasks involving typical complexities encountered in political science settings: a non-English language, legal and political jargon, and complex labels based on abstract constructs. Along the paper, we propose a practical workflow to optimize the choice of the model and the prompt. We find that the best prompting strategy consists of providing the LLMs with a detailed codebook, as the one provided to human coders. In this setting, an LLM can be as good as or possibly better than a human annotator while being much faster, considerably cheaper, and much easier to scale to large amounts of text. We also provide a comparison of GPT and popular open-source LLMs, discussing the trade-offs in the model's choice. Our software allows LLMs to be easily used as annotators and is publicly available: https://github.com/lorelupo/pappa.

Large Language Models, such as Generative Pre-trained Transformer 3 (aka. GPT-3), have been developed to understand language through the analysis of extensive text data, allowing them to identify patterns and connections between words. While LLMs have demonstrated impressive performance across various text-related tasks, they encounter challenges in tasks associated with reasoning. To address this challenge, Chain of Thought(CoT) prompting method has been proposed as a means to enhance LLMs' proficiency in complex reasoning tasks like solving math word problems and answering questions based on logical argumentative reasoning. The primary aim of this research is to assess how well four language models can grade reflective essays of third-year medical students. The assessment will specifically target the evaluation of critical thinking skills using CoT prompting. The research will provide the following contributions; to introduce and educate on the process of instructing models to evaluate reflective essays from a dataset they have not been previously trained on; to illustrate the use of CoT prompting as an instructional approach for training large models to carry out particular tasks. Our results suggest that among all the models, Llama-7b performs the least effectively, displaying the highest mean squared error. Conversely, ChatGPT emerges as the superior model, boasting a higher Cohen kappa score value of 0.53. Lastly, it's important to note that the selected models do prioritise user privacy by allowing users to delete their own conducted conversations.

Literature reviews are an essential component of scientific research, but they remain time-intensive and challenging to write, especially due to the recent influx of research papers. This paper explores the zero-shot abilities of recent Large Language Models (LLMs) in assisting with the writing of literature reviews based on an abstract. We decompose the task into two components: 1. Retrieving related works given a query abstract, and 2. Writing a literature review based on the retrieved results. We analyze how effective LLMs are for both components. For retrieval, we introduce a novel two-step search strategy that first uses an LLM to extract meaningful keywords from the abstract of a paper and then retrieves potentially relevant papers by querying an external knowledge base. Additionally, we study a prompting-based re-ranking mechanism with attribution and show that re-ranking doubles the normalized recall compared to naive search methods, while providing insights into the LLM's decision-making process. In the generation phase, we propose a two-step approach that first outlines a plan for the review and then executes steps in the plan to generate the actual review. To evaluate different LLM-based literature review methods, we create test sets from arXiv papers using a protocol designed for rolling use with newly released LLMs to avoid test set contamination in zero-shot evaluations. We release this evaluation protocol to promote additional research and development in this regard. Our empirical results suggest that LLMs show promising potential for writing literature reviews when the task is decomposed into smaller components of retrieval and planning. Our project page including a demonstration system and toolkit can be accessed here: https://litllm.github.io.

Memes, combining text and images, frequently use metaphors to convey persuasive messages, shaping public opinion. Motivated by this, our team engaged in SemEval-2024 Task 4, a hierarchical multi-label classification task designed to identify rhetorical and psychological persuasion techniques embedded within memes. To tackle this problem, we introduced a caption generation step to assess the modality gap and the impact of additional semantic information from images, which improved our result. Our best model utilizes GPT-4 generated captions alongside meme text to fine-tune RoBERTa as the text encoder and CLIP as the image encoder. It outperforms the baseline by a large margin in all 12 subtasks. In particular, it ranked in top-3 across all languages in Subtask 2a, and top-4 in Subtask 2b, demonstrating quantitatively strong performance. The improvement achieved by the introduced intermediate step is likely attributable to the metaphorical essence of images that challenges visual encoders. This highlights the potential for improving abstract visual semantics encoding.

Intelligent writing assistants powered by large language models (LLMs) are more popular today than ever before, but their further widespread adoption is precluded by sub-optimal performance. In this position paper, we argue that a major reason for this sub-optimal performance and adoption is a singular focus on the information content of language while ignoring its social aspects. We analyze the different dimensions of these social factors in the context of writing assistants and propose their incorporation into building smarter, more effective, and truly personalized writing assistants that would enrich the user experience and contribute to increased user adoption.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.

Evaluation of text generation to date has primarily focused on content created sequentially, rather than improvements on a piece of text. Writing, however, is naturally an iterative and incremental process that requires expertise in different modular skills such as fixing outdated information or making the style more consistent. Even so, comprehensive evaluation of a model's capacity to perform these skills and the ability to edit remains sparse. This work presents EditEval: An instruction-based, benchmark and evaluation suite that leverages high-quality existing and new datasets for automatic evaluation of editing capabilities such as making text more cohesive and paraphrasing. We evaluate several pre-trained models, which shows that InstructGPT and PEER perform the best, but that most baselines fall below the supervised SOTA, particularly when neutralizing and updating information. Our analysis also shows that commonly used metrics for editing tasks do not always correlate well, and that optimization for prompts with the highest performance does not necessarily entail the strongest robustness to different models. Through the release of this benchmark and a publicly available leaderboard challenge, we hope to unlock future research in developing models capable of iterative and more controllable editing.

AI-generated text is proliferating across domains, from creative writing and journalism to marketing content and scientific articles. Models can follow user-provided instructions to generate coherent and grammatically correct outputs but in this work, we study a more fundamental question: how do we evaluate and improve the writing quality of AI-generated text? Writing quality assessment has received less attention from the community, in part because it is fundamentally subjective and requires expertise. We first introduce the Writing Quality Benchmark (WQ) by consolidating five writing-preference datasets into 4,729 writing quality judgments. Our experiments show that most of the competitive baselines, including state-of-the-art LLMs that excel at reasoning tasks, barely outperform random baselines on WQ. We then train specialized Writing Quality Reward Models (WQRM) of various sizes for writing quality assessment that demonstrate strong generalization on four out-of-distribution test sets and 74% accuracy on the WQ benchmark. To further show WQRM's practical benefits during inference, we leverage additional test-time compute to generate and rank multiple candidate revisions, allowing us to select higher-quality outputs from an initial draft. Human evaluation with 9 experienced writers confirm that WQRM-based selection produces writing samples preferred by experts 66% overall, and 72.2% when the reward gap is larger than 1 point. We release our datasets and models to encourage community engagement with writing quality assessment and development of AI writing systems better aligned with human preferences.

Developing intelligent persuasive conversational agents to change people's opinions and actions for social good is the frontier in advancing the ethical development of automated dialogue systems. To do so, the first step is to understand the intricate organization of strategic disclosures and appeals employed in human persuasion conversations. We designed an online persuasion task where one participant was asked to persuade the other to donate to a specific charity. We collected a large dataset with 1,017 dialogues and annotated emerging persuasion strategies from a subset. Based on the annotation, we built a baseline classifier with context information and sentence-level features to predict the 10 persuasion strategies used in the corpus. Furthermore, to develop an understanding of personalized persuasion processes, we analyzed the relationships between individuals' demographic and psychological backgrounds including personality, morality, value systems, and their willingness for donation. Then, we analyzed which types of persuasion strategies led to a greater amount of donation depending on the individuals' personal backgrounds. This work lays the ground for developing a personalized persuasive dialogue system.

Large language models (LLMs) have led to a surge in collaborative writing with model assistance. As different users incorporate suggestions from the same model, there is a risk of decreased diversity in the produced content, potentially limiting diverse perspectives in public discourse. In this work, we measure the impact of co-writing on diversity via a controlled experiment, where users write argumentative essays in three setups -- using a base LLM (GPT3), a feedback-tuned LLM (InstructGPT), and writing without model help. We develop a set of diversity metrics and find that writing with InstructGPT (but not the GPT3) results in a statistically significant reduction in diversity. Specifically, it increases the similarity between the writings of different authors and reduces the overall lexical and content diversity. We additionally find that this effect is mainly attributable to InstructGPT contributing less diverse text to co-written essays. In contrast, the user-contributed text remains unaffected by model collaboration. This suggests that the recent improvement in generation quality from adapting models to human feedback might come at the cost of more homogeneous and less diverse content.

Recent advances on instruction fine-tuning have led to the development of various prompting techniques for large language models, such as explicit reasoning steps. However, the success of techniques depends on various parameters, such as the task, language model, and context provided. Finding an effective prompt is, therefore, often a trial-and-error process. Most existing approaches to automatic prompting aim to optimize individual techniques instead of compositions of techniques and their dependence on the input. To fill this gap, we propose an adaptive prompting approach that predicts the optimal prompt composition ad-hoc for a given input. We apply our approach to social bias detection, a highly context-dependent task that requires semantic understanding. We evaluate it with three large language models on three datasets, comparing compositions to individual techniques and other baselines. The results underline the importance of finding an effective prompt composition. Our approach robustly ensures high detection performance, and is best in several settings. Moreover, first experiments on other tasks support its generalizability.

AI generated content (AIGC) presents considerable challenge to educators around the world. Instructors need to be able to detect such text generated by large language models, either with the naked eye or with the help of some tools. There is also growing need to understand the lexical, syntactic and stylistic features of AIGC. To address these challenges in English language teaching, we first present ArguGPT, a balanced corpus of 4,038 argumentative essays generated by 7 GPT models in response to essay prompts from three sources: (1) in-class or homework exercises, (2) TOEFL and (3) GRE writing tasks. Machine-generated texts are paired with roughly equal number of human-written essays with three score levels matched in essay prompts. We then hire English instructors to distinguish machine essays from human ones. Results show that when first exposed to machine-generated essays, the instructors only have an accuracy of 61% in detecting them. But the number rises to 67% after one round of minimal self-training. Next, we perform linguistic analyses of these essays, which show that machines produce sentences with more complex syntactic structures while human essays tend to be lexically more complex. Finally, we test existing AIGC detectors and build our own detectors using SVMs and RoBERTa. Results suggest that a RoBERTa fine-tuned with the training set of ArguGPT achieves above 90% accuracy in both essay- and sentence-level classification. To the best of our knowledge, this is the first comprehensive analysis of argumentative essays produced by generative large language models. Machine-authored essays in ArguGPT and our models will be made publicly available at https://github.com/huhailinguist/ArguGPT

Modelling persuasion strategies as predictors of task outcome has several real-world applications and has received considerable attention from the computational linguistics community. However, previous research has failed to account for the resisting strategies employed by an individual to foil such persuasion attempts. Grounded in prior literature in cognitive and social psychology, we propose a generalised framework for identifying resisting strategies in persuasive conversations. We instantiate our framework on two distinct datasets comprising persuasion and negotiation conversations. We also leverage a hierarchical sequence-labelling neural architecture to infer the aforementioned resisting strategies automatically. Our experiments reveal the asymmetry of power roles in non-collaborative goal-directed conversations and the benefits accrued from incorporating resisting strategies on the final conversation outcome. We also investigate the role of different resisting strategies on the conversation outcome and glean insights that corroborate with past findings. We also make the code and the dataset of this work publicly available at https://github.com/americast/resper.

The rapid adoption of generative language models has brought about substantial advancements in digital communication, while simultaneously raising concerns regarding the potential misuse of AI-generated content. Although numerous detection methods have been proposed to differentiate between AI and human-generated content, the fairness and robustness of these detectors remain underexplored. In this study, we evaluate the performance of several widely-used GPT detectors using writing samples from native and non-native English writers. Our findings reveal that these detectors consistently misclassify non-native English writing samples as AI-generated, whereas native writing samples are accurately identified. Furthermore, we demonstrate that simple prompting strategies can not only mitigate this bias but also effectively bypass GPT detectors, suggesting that GPT detectors may unintentionally penalize writers with constrained linguistic expressions. Our results call for a broader conversation about the ethical implications of deploying ChatGPT content detectors and caution against their use in evaluative or educational settings, particularly when they may inadvertently penalize or exclude non-native English speakers from the global discourse.

This work delved into the realm of automatic text generation, exploring a variety of techniques ranging from traditional deterministic approaches to more modern stochastic methods. Through analysis of greedy search, beam search, top-k sampling, top-p sampling, contrastive searching, and locally typical searching, this work has provided valuable insights into the strengths, weaknesses, and potential applications of each method. Each text-generating method is evaluated using several standard metrics and a comparative study has been made on the performance of the approaches. Finally, some future directions of research in the field of automatic text generation are also identified.

Scientific writing is an expert-domain task that demands deep domain knowledge, task-specific requirements and reasoning capabilities that leverage the domain knowledge to satisfy the task specifications. While scientific text generation has been widely studied, its evaluation remains a challenging and open problem. It is critical to develop models that can be reliably deployed for evaluating diverse open-ended scientific writing tasks while adhering to their distinct requirements. However, existing LLM-based judges and reward models are primarily optimized for general-purpose benchmarks with fixed scoring rubrics and evaluation criteria. Consequently, they often fail to reason over sparse knowledge of scientific domains when interpreting task-dependent and multi-faceted criteria. Moreover, fine-tuning for each individual task is costly and impractical for low-resource settings. To bridge these gaps, we propose cost-efficient, open-source reward models tailored for scientific writing evaluation. We introduce a two-stage training framework that initially optimizes scientific evaluation preferences and then refines reasoning capabilities. Our multi-aspect evaluation design and joint training across diverse tasks enable fine-grained assessment and robustness to dynamic criteria and scoring rubrics. Experimental analysis shows that our training regime strongly improves LLM-based scientific writing evaluation. Our models generalize effectively across tasks and to previously unseen scientific writing evaluation settings, allowing a single trained evaluator to be reused without task-specific retraining.

Writing effective rebuttals is a high-stakes task that demands more than linguistic fluency, as it requires precise alignment between reviewer intent and manuscript details. Current solutions typically treat this as a direct-to-text generation problem, suffering from hallucination, overlooked critiques, and a lack of verifiable grounding. To address these limitations, we introduce RebuttalAgent, the first multi-agents framework that reframes rebuttal generation as an evidence-centric planning task. Our system decomposes complex feedback into atomic concerns and dynamically constructs hybrid contexts by synthesizing compressed summaries with high-fidelity text while integrating an autonomous and on-demand external search module to resolve concerns requiring outside literature. By generating an inspectable response plan before drafting, RebuttalAgent ensures that every argument is explicitly anchored in internal or external evidence. We validate our approach on the proposed RebuttalBench and demonstrate that our pipeline outperforms strong baselines in coverage, faithfulness, and strategic coherence, offering a transparent and controllable assistant for the peer review process. Code will be released.

Prior work in style-controlled text generation has focused on tasks such as emulating the style of prolific literary authors, producing formal or informal text, and the degree of toxicity of generated text. Plentiful demonstrations of these styles are available, and as a result modern language models are often able to emulate them, either via prompting or discriminative control. However, in applications such as writing assistants, it is desirable for language models to produce text in an author-specific style on the basis of a small writing sample. We find that instruction-tuned language models can struggle to reproduce author-specific style demonstrated in a prompt. Instead, we propose to guide a language model to generate text in a target style using contrastively-trained representations that capture stylometric features. A central challenge in doing so is that an author's writing is characterized by surprising token choices under a generic language model. To reconcile this tension, we combine generative re-scoring to achieve an author-specific model, with discriminative control to ensure style consistency at the sequence-level. The combination of these approaches is found to be particularly effective at adhering to an author-specific style in a variety of conditions, including unconditional generation and style transfer, and is applicable to any underlying language model without requiring fine-tuning.

Large Language Models (LLMs) have recently emerged as an effective tool to assist individuals in writing various types of content, including professional documents such as recommendation letters. Though bringing convenience, this application also introduces unprecedented fairness concerns. Model-generated reference letters might be directly used by users in professional scenarios. If underlying biases exist in these model-constructed letters, using them without scrutinization could lead to direct societal harms, such as sabotaging application success rates for female applicants. In light of this pressing issue, it is imminent and necessary to comprehensively study fairness issues and associated harms in this real-world use case. In this paper, we critically examine gender biases in LLM-generated reference letters. Drawing inspiration from social science findings, we design evaluation methods to manifest biases through 2 dimensions: (1) biases in language style and (2) biases in lexical content. We further investigate the extent of bias propagation by analyzing the hallucination bias of models, a term that we define to be bias exacerbation in model-hallucinated contents. Through benchmarking evaluation on 2 popular LLMs- ChatGPT and Alpaca, we reveal significant gender biases in LLM-generated recommendation letters. Our findings not only warn against using LLMs for this application without scrutinization, but also illuminate the importance of thoroughly studying hidden biases and harms in LLM-generated professional documents.

This paper introduces 26 guiding principles designed to streamline the process of querying and prompting large language models. Our goal is to simplify the underlying concepts of formulating questions for various scales of large language models, examining their abilities, and enhancing user comprehension on the behaviors of different scales of large language models when feeding into different prompts. Extensive experiments are conducted on LLaMA-1/2 (7B, 13B and 70B), GPT-3.5/4 to verify the effectiveness of the proposed principles on instructions and prompts design. We hope that this work can provide a better guide for researchers working on the prompting of large language models. Project page is available at https://github.com/VILA-Lab/ATLAS.

We propose a novel application of prompting Pre-trained Language Models (PLMs) to generate analogies and study how to design effective prompts for two task settings: generating a source concept analogous to a given target concept (aka Analogous Concept Generation or ACG), and generating an explanation of the similarity between a given pair of target concept and source concept (aka Analogous Explanation Generation or AEG). We found that it is feasible to prompt InstructGPT to generate meaningful analogies and the best prompts tend to be precise imperative statements especially with a low temperature setting. We also systematically analyzed the sensitivity of the InstructGPT model to prompt design, temperature, and injected spelling errors, and found that the model is particularly sensitive to certain variations (e.g., questions vs. imperative statements). Further, we conducted human evaluation on 1.4k of the generated analogies and found that the quality of generations varies substantially by model size. The largest InstructGPT model can achieve human-level performance at generating meaningful analogies for a given target while there is still room for improvement on the AEG task.

This paper delves into the pivotal role of prompt engineering in unleashing the capabilities of Large Language Models (LLMs). Prompt engineering is the process of structuring input text for LLMs and is a technique integral to optimizing the efficacy of LLMs. This survey elucidates foundational principles of prompt engineering, such as role-prompting, one-shot, and few-shot prompting, as well as more advanced methodologies such as the chain-of-thought and tree-of-thoughts prompting. The paper sheds light on how external assistance in the form of plugins can assist in this task, and reduce machine hallucination by retrieving external knowledge. We subsequently delineate prospective directions in prompt engineering research, emphasizing the need for a deeper understanding of structures and the role of agents in Artificial Intelligence-Generated Content (AIGC) tools. We discuss how to assess the efficacy of prompt methods from different perspectives and using different methods. Finally, we gather information about the application of prompt engineering in such fields as education and programming, showing its transformative potential. This comprehensive survey aims to serve as a friendly guide for anyone venturing through the big world of LLMs and prompt engineering.

Despite significant progress in the field, it is still challenging to create personalized visual representations that align closely with the desires and preferences of individual users. This process requires users to articulate their ideas in words that are both comprehensible to the models and accurately capture their vision, posing difficulties for many users. In this paper, we tackle this challenge by leveraging historical user interactions with the system to enhance user prompts. We propose a novel approach that involves rewriting user prompts based on a newly collected large-scale text-to-image dataset with over 300k prompts from 3115 users. Our rewriting model enhances the expressiveness and alignment of user prompts with their intended visual outputs. Experimental results demonstrate the superiority of our methods over baseline approaches, as evidenced in our new offline evaluation method and online tests. Our code and dataset are available at https://github.com/zzjchen/Tailored-Visions .

We evaluate a range of recent LLMs on English creative writing, a challenging and complex task that requires imagination, coherence, and style. We use a difficult, open-ended scenario chosen to avoid training data reuse: an epic narration of a single combat between Ignatius J. Reilly, the protagonist of the Pulitzer Prize-winning novel A Confederacy of Dunces (1980), and a pterodactyl, a prehistoric flying reptile. We ask several LLMs and humans to write such a story and conduct a human evalution involving various criteria such as fluency, coherence, originality, humor, and style. Our results show that some state-of-the-art commercial LLMs match or slightly outperform our writers in most dimensions; whereas open-source LLMs lag behind. Humans retain an edge in creativity, while humor shows a binary divide between LLMs that can handle it comparably to humans and those that fail at it. We discuss the implications and limitations of our study and suggest directions for future research.

Recent studies show that large language models (LLMs) can be instructed to effectively perform zero-shot passage re-ranking, in which the results of a first stage retrieval method, such as BM25, are rated and reordered to improve relevance. In this work, we improve LLM-based re-ranking by algorithmically selecting few-shot demonstrations to include in the prompt. Our analysis investigates the conditions where demonstrations are most helpful, and shows that adding even one demonstration is significantly beneficial. We propose a novel demonstration selection strategy based on difficulty rather than the commonly used semantic similarity. Furthermore, we find that demonstrations helpful for ranking are also effective at question generation. We hope our work will spur more principled research into question generation and passage ranking.

As large language models (LLMs) are adopted as a fundamental component of language technologies, it is crucial to accurately characterize their performance. Because choices in prompt design can strongly influence model behavior, this design process is critical in effectively using any modern pre-trained generative language model. In this work, we focus on LLM sensitivity to a quintessential class of meaning-preserving design choices: prompt formatting. We find that several widely used open-source LLMs are extremely sensitive to subtle changes in prompt formatting in few-shot settings, with performance differences of up to 76 accuracy points when evaluated using LLaMA-2-13B. Sensitivity remains even when increasing model size, the number of few-shot examples, or performing instruction tuning. Our analysis suggests that work evaluating LLMs with prompting-based methods would benefit from reporting a range of performance across plausible prompt formats, instead of the currently-standard practice of reporting performance on a single format. We also show that format performance only weakly correlates between models, which puts into question the methodological validity of comparing models with an arbitrarily chosen, fixed prompt format. To facilitate systematic analysis we propose FormatSpread, an algorithm that rapidly evaluates a sampled set of plausible prompt formats for a given task, and reports the interval of expected performance without accessing model weights. Furthermore, we present a suite of analyses that characterize the nature of this sensitivity, including exploring the influence of particular atomic perturbations and the internal representation of particular formats.

Revision behavior in adaptive writing support systems is an important and relatively new area of research that can improve the design and effectiveness of these tools, and promote students' self-regulated learning (SRL). Understanding how these tools are used is key to improving them to better support learners in their writing and learning processes. In this paper, we present a novel pipeline with insights into the revision behavior of students at scale. We leverage a data set of two groups using an adaptive writing support tool in an educational setting. With our novel pipeline, we show that the tool was effective in promoting revision among the learners. Depending on the writing feedback, we were able to analyze different strategies of learners when revising their texts, we found that users of the exemplary case improved over time and that females tend to be more efficient. Our research contributes a pipeline for measuring SRL behaviors at scale in writing tasks (i.e., engagement or revision behavior) and informs the design of future adaptive writing support systems for education, with the goal of enhancing their effectiveness in supporting student writing. The source code is available at https://github.com/lucamouchel/Understanding-Revision-Behavior.

Large language model (LLM)-based evaluation pipelines have demonstrated their capability to robustly evaluate machine-generated text. Extending this methodology to assess human-written text could significantly benefit educational settings by providing direct feedback to enhance writing skills, although this application is not straightforward. In this paper, we investigate whether LLMs can effectively assess human-written text for educational purposes. We collected 100 texts from 32 Korean students across 15 types of writing and employed GPT-4-Turbo to evaluate them using grammaticality, fluency, coherence, consistency, and relevance as criteria. Our analyses indicate that LLM evaluators can reliably assess grammaticality and fluency, as well as more objective types of writing, though they struggle with other criteria and types of writing. We publicly release our dataset and feedback.

This paper develops an agentic framework that employs large language models (LLMs) to automate the generation of persuasive and grounded marketing content, using real estate listing descriptions as our focal application domain. Our method is designed to align the generated content with user preferences while highlighting useful factual attributes. This agent consists of three key modules: (1) Grounding Module, mimicking expert human behavior to predict marketable features; (2) Personalization Module, aligning content with user preferences; (3) Marketing Module, ensuring factual accuracy and the inclusion of localized features. We conduct systematic human-subject experiments in the domain of real estate marketing, with a focus group of potential house buyers. The results demonstrate that marketing descriptions generated by our approach are preferred over those written by human experts by a clear margin. Our findings suggest a promising LLM-based agentic framework to automate large-scale targeted marketing while ensuring responsible generation using only facts.

Large language models (LLMs) are increasingly utilized to assist in scientific and academic writing, helping authors enhance the coherence of their articles. Previous studies have highlighted stereotypes and biases present in LLM outputs, emphasizing the need to evaluate these models for their alignment with human narrative styles and potential gender biases. In this study, we assess the alignment of three prominent LLMs - Claude 3 Opus, Mistral AI Large, and Gemini 1.5 Flash - by analyzing their performance on benchmark text-generation tasks for scientific abstracts. We employ the Linguistic Inquiry and Word Count (LIWC) framework to extract lexical, psychological, and social features from the generated texts. Our findings indicate that, while these models generally produce text closely resembling human authored content, variations in stylistic features suggest significant gender biases. This research highlights the importance of developing LLMs that maintain a diversity of writing styles to promote inclusivity in academic discourse.

In many domains of argumentation, people's arguments are driven by so-called attitude roots, i.e., underlying beliefs and world views, and their corresponding attitude themes. Given the strength of these latent drivers of arguments, recent work in psychology suggests that instead of directly countering surface-level reasoning (e.g., falsifying given premises), one should follow an argumentation style inspired by the Jiu-Jitsu 'soft' combat system (Hornsey and Fielding, 2017): first, identify an arguer's attitude roots and themes, and then choose a prototypical rebuttal that is aligned with those drivers instead of invalidating those. In this work, we are the first to explore Jiu-Jitsu argumentation for peer review by proposing the novel task of attitude and theme-guided rebuttal generation. To this end, we enrich an existing dataset for discourse structure in peer reviews with attitude roots, attitude themes, and canonical rebuttals. To facilitate this process, we recast established annotation concepts from the domain of peer reviews (e.g., aspects a review sentence is relating to) and train domain-specific models. We then propose strong rebuttal generation strategies, which we benchmark on our novel dataset for the task of end-to-end attitude and theme-guided rebuttal generation and two subtasks.

Expository documents are vital resources for conveying complex information to readers. Despite their usefulness, writing expository text by hand is a challenging process that requires careful content planning, obtaining facts from multiple sources, and the ability to clearly synthesize these facts. To ease these burdens, we propose the task of expository text generation, which seeks to automatically generate an accurate and stylistically consistent expository text for a topic by intelligently searching a knowledge source. We solve our task by developing IRP, a framework that overcomes the limitations of retrieval-augmented models and iteratively performs content planning, fact retrieval, and rephrasing. Through experiments on three diverse, newly-collected datasets, we show that IRP produces factual and organized expository texts that accurately inform readers.

The explosive growth of AI research has created unprecedented information overload, increasing the demand for scientific summarization at multiple levels of granularity beyond traditional abstracts. While LLMs are increasingly adopted for summarization, existing benchmarks remain limited in scale, target only a single granularity, and predate the LLM era. Moreover, since the release of ChatGPT in November 2022, researchers have rapidly adopted LLMs for drafting manuscripts themselves, fundamentally transforming scientific writing, yet no resource exists to analyze how this writing has evolved. To bridge these gaps, we introduce SciZoom, a benchmark comprising 44,946 papers from four top-tier ML venues (NeurIPS, ICLR, ICML, EMNLP) spanning 2020 to 2025, explicitly stratified into Pre-LLM and Post-LLM eras. SciZoom provides three hierarchical summarization targets (Abstract, Contributions, and TL;DR) achieving compression ratios up to 600:1, enabling both multi-granularity summarization research and temporal mining of scientific writing patterns. Our linguistic analysis reveals striking shifts in phrase patterns (up to 10x for formulaic expressions) and rhetorical style (23% decline in hedging), suggesting that LLM-assisted writing produces more confident yet homogenized prose. SciZoom serves as both a challenging benchmark and a unique resource for mining the evolution of scientific discourse in the generative AI era. Our code and dataset are publicly available on GitHub (https://github.com/janghana/SciZoom) and Hugging Face (https://huggingface.co/datasets/hanjang/SciZoom), respectively.

We show that large language models (LLMs) can be used to distinguish the writings of different authors. Specifically, an individual GPT-2 model, trained from scratch on the works of one author, will predict held-out text from that author more accurately than held-out text from other authors. We suggest that, in this way, a model trained on one author's works embodies the unique writing style of that author. We first demonstrate our approach on books written by eight different (known) authors. We also use this approach to confirm R. P. Thompson's authorship of the well-studied 15th book of the Oz series, originally attributed to F. L. Baum.

Powerful large language models have facilitated the development of writing assistants that promise to significantly improve the quality and efficiency of composition and communication. However, a barrier to effective assistance is the lack of personalization in LLM outputs to the author's communication style and specialized knowledge. In this paper, we address this challenge by proposing PEARL, a retrieval-augmented LLM writing assistant personalized with a generation-calibrated retriever. Our retriever is trained to select historic user-authored documents for prompt augmentation, such that they are likely to best personalize LLM generations for a user request. We propose two key novelties for training our retriever: 1) A training data selection method that identifies user requests likely to benefit from personalization and documents that provide that benefit; and 2) A scale-calibrating KL-divergence objective that ensures that our retriever closely tracks the benefit of a document for personalized generation. We demonstrate the effectiveness of PEARL in generating personalized workplace social media posts and Reddit comments. Finally, we showcase the potential of a generation-calibrated retriever to double as a performance predictor and further improve low-quality generations via LLM chaining.

Large-scale language models, like ChatGPT, have garnered significant media attention and stunned the public with their remarkable capacity for generating coherent text from short natural language prompts. In this paper, we aim to conduct a systematic inspection of ChatGPT's performance in two controllable generation tasks, with respect to ChatGPT's ability to adapt its output to different target audiences (expert vs. layman) and writing styles (formal vs. informal). Additionally, we evaluate the faithfulness of the generated text, and compare the model's performance with human-authored texts. Our findings indicate that the stylistic variations produced by humans are considerably larger than those demonstrated by ChatGPT, and the generated texts diverge from human samples in several characteristics, such as the distribution of word types. Moreover, we observe that ChatGPT sometimes incorporates factual errors or hallucinations when adapting the text to suit a specific style.

We present and evaluate a suite of proof-of-concept (PoC), structured workflow prompts designed to elicit human-like hierarchical reasoning while guiding Large Language Models (LLMs) in the high-level semantic and linguistic analysis of scholarly manuscripts. The prompts target two non-trivial analytical tasks within academic summaries (abstracts and conclusions): identifying unsubstantiated claims (informational integrity) and flagging semantically confusing ambiguous pronoun references (linguistic clarity). We conducted a systematic, multi-run evaluation on two frontier models (Gemini Pro 2.5 Pro and ChatGPT Plus o3) under varied context conditions. Our results for the informational integrity task reveal a significant divergence in model performance: while both models successfully identified an unsubstantiated head of a noun phrase (95% success), ChatGPT consistently failed (0% success) to identify an unsubstantiated adjectival modifier that Gemini correctly flagged (95% success), raising a question regarding the potential influence of the target's syntactic role. For the linguistic analysis task, both models performed well (80-90% success) with full manuscript context. Surprisingly, in a summary-only setting, Gemini's performance was substantially degraded, while ChatGPT achieved a perfect (100%) success rate. Our findings suggest that while structured prompting is a viable methodology for complex textual analysis, prompt performance may be highly dependent on the interplay between the model, task type, and context, highlighting the need for rigorous, model-specific testing.

Large Language Models (LLMs) are increasingly utilized in educational tasks such as providing writing suggestions to students. Despite their potential, LLMs are known to harbor inherent biases which may negatively impact learners. Previous studies have investigated bias in models and data representations separately, neglecting the potential impact of LLM bias on human writing. In this paper, we investigate how bias transfers through an AI writing support pipeline. We conduct a large-scale user study with 231 students writing business case peer reviews in German. Students are divided into five groups with different levels of writing support: one classroom group with feature-based suggestions and four groups recruited from Prolific -- a control group with no assistance, two groups with suggestions from fine-tuned GPT-2 and GPT-3 models, and one group with suggestions from pre-trained GPT-3.5. Using GenBit gender bias analysis, Word Embedding Association Tests (WEAT), and Sentence Embedding Association Test (SEAT) we evaluate the gender bias at various stages of the pipeline: in model embeddings, in suggestions generated by the models, and in reviews written by students. Our results demonstrate that there is no significant difference in gender bias between the resulting peer reviews of groups with and without LLM suggestions. Our research is therefore optimistic about the use of AI writing support in the classroom, showcasing a context where bias in LLMs does not transfer to students' responses.

Recent neural language models have taken a significant step forward in producing remarkably controllable, fluent, and grammatical text. Although studies have found that AI-generated text is not distinguishable from human-written text for crowd-sourcing workers, there still exist errors in AI-generated text which are even subtler and harder to spot. We primarily focus on the scenario in which scientific AI writing assistant is deeply involved. First, we construct a feature description framework to distinguish between AI-generated text and human-written text from syntax, semantics, and pragmatics based on the human evaluation. Then we utilize the features, i.e., writing style, coherence, consistency, and argument logistics, from the proposed framework to analyze two types of content. Finally, we adopt several publicly available methods to investigate the gap of between AI-generated scientific text and human-written scientific text by AI-generated scientific text detection models. The results suggest that while AI has the potential to generate scientific content that is as accurate as human-written content, there is still a gap in terms of depth and overall quality. The AI-generated scientific content is more likely to contain errors in factual issues. We find that there exists a "writing style" gap between AI-generated scientific text and human-written scientific text. Based on the analysis result, we summarize a series of model-agnostic and distribution-agnostic features for detection tasks in other domains. Findings in this paper contribute to guiding the optimization of AI models to produce high-quality content and addressing related ethical and security concerns.

In human-written articles, we often leverage the subtleties of text style, such as bold and italics, to guide the attention of readers. These textual emphases are vital for the readers to grasp the conveyed information. When interacting with large language models (LLMs), we have a similar need - steering the model to pay closer attention to user-specified information, e.g., an instruction. Existing methods, however, are constrained to process plain text and do not support such a mechanism. This motivates us to introduce PASTA - Post-hoc Attention STeering Approach, a method that allows LLMs to read text with user-specified emphasis marks. To this end, PASTA identifies a small subset of attention heads and applies precise attention reweighting on them, directing the model attention to user-specified parts. Like prompting, PASTA is applied at inference time and does not require changing any model parameters. Experiments demonstrate that PASTA can substantially enhance an LLM's ability to follow user instructions or integrate new knowledge from user inputs, leading to a significant performance improvement on a variety of tasks, e.g., an average accuracy improvement of 22% for LLAMA-7B. Our code is publicly available at https://github.com/QingruZhang/PASTA .

Language models (LMs) can be directed to perform target tasks by using labeled examples or natural language prompts. But selecting examples or writing prompts for can be challenging--especially in tasks that involve unusual edge cases, demand precise articulation of nebulous preferences, or require an accurate mental model of LM behavior. We propose to use *LMs themselves* to guide the task specification process. In this paper, we introduce **Generative Active Task Elicitation (GATE)**: a learning framework in which models elicit and infer intended behavior through free-form, language-based interaction with users. We study GATE in three domains: email validation, content recommendation, and moral reasoning. In preregistered experiments, we show that LMs prompted to perform GATE (e.g., by generating open-ended questions or synthesizing informative edge cases) elicit responses that are often more informative than user-written prompts or labels. Users report that interactive task elicitation requires less effort than prompting or example labeling and surfaces novel considerations not initially anticipated by users. Our findings suggest that LM-driven elicitation can be a powerful tool for aligning models to complex human preferences and values.

Certain statistical models are capable of interpreting input strings as instructions, or prompts, and carry out tasks based on them. Many approaches to prompting and pre-training these models involve the automated generation of these prompts. We call these approaches meta-prompting, or prompting to obtain prompts. We propose a theoretical framework based on category theory to generalize and describe them. This framework is flexible enough to account for LLM stochasticity; and allows us to obtain formal results around task agnosticity and equivalence of various meta-prompting approaches. We experiment with meta-prompting in two active areas of model research: creativity and ideation. We find that user preference favors (p < 0.01) the prompts generated under meta-prompting, as well as their corresponding outputs, over a series of hardcoded baseline prompts that include the original task prompt. Using our framework, we argue that meta-prompting is more effective than basic prompting at generating desirable outputs.

Recent large language models (LLMs) can generate and revise text with human-level performance, and have been widely commercialized in systems like ChatGPT. These models come with clear limitations: they can produce inaccurate information, reinforce existing biases, and be easily misused. Yet, many scientists have been using them to assist their scholarly writing. How wide-spread is LLM usage in the academic literature currently? To answer this question, we use an unbiased, large-scale approach, free from any assumptions on academic LLM usage. We study vocabulary changes in 14 million PubMed abstracts from 2010-2024, and show how the appearance of LLMs led to an abrupt increase in the frequency of certain style words. Our analysis based on excess words usage suggests that at least 10% of 2024 abstracts were processed with LLMs. This lower bound differed across disciplines, countries, and journals, and was as high as 30% for some PubMed sub-corpora. We show that the appearance of LLM-based writing assistants has had an unprecedented impact in the scientific literature, surpassing the effect of major world events such as the Covid pandemic.

Citations in scientific papers not only help us trace the intellectual lineage but also are a useful indicator of the scientific significance of the work. Citation intents prove beneficial as they specify the role of the citation in a given context. In this paper, we present CitePrompt, a framework which uses the hitherto unexplored approach of prompt-based learning for citation intent classification. We argue that with the proper choice of the pretrained language model, the prompt template, and the prompt verbalizer, we can not only get results that are better than or comparable to those obtained with the state-of-the-art methods but also do it with much less exterior information about the scientific document. We report state-of-the-art results on the ACL-ARC dataset, and also show significant improvement on the SciCite dataset over all baseline models except one. As suitably large labelled datasets for citation intent classification can be quite hard to find, in a first, we propose the conversion of this task to the few-shot and zero-shot settings. For the ACL-ARC dataset, we report a 53.86% F1 score for the zero-shot setting, which improves to 63.61% and 66.99% for the 5-shot and 10-shot settings, respectively.

We study prompting-based approaches with Large Language Models (LLMs) for modifying documents so as to promote their ranking in a competitive search setting. Our methods are inspired by prior work on leveraging LLMs as rankers. We evaluate our approach by deploying it as a bot in previous ranking competitions and in competitions we organized. Our findings demonstrate that our approach effectively improves document ranking while preserving high levels of faithfulness to the original content and maintaining overall document quality.

Post-training alignment often reduces LLM diversity, leading to a phenomenon known as mode collapse. Unlike prior work that attributes this effect to algorithmic limitations, we identify a fundamental, pervasive data-level driver: typicality bias in preference data, whereby annotators systematically favor familiar text as a result of well-established findings in cognitive psychology. We formalize this bias theoretically, verify it on preference datasets empirically, and show that it plays a central role in mode collapse. Motivated by this analysis, we introduce Verbalized Sampling, a simple, training-free prompting strategy to circumvent mode collapse. VS prompts the model to verbalize a probability distribution over a set of responses (e.g., ``Generate 5 jokes about coffee and their corresponding probabilities''). Comprehensive experiments show that VS significantly improves performance across creative writing (poems, stories, jokes), dialogue simulation, open-ended QA, and synthetic data generation, without sacrificing factual accuracy and safety. For instance, in creative writing, VS increases diversity by 1.6-2.1x over direct prompting. We further observe an emergent trend that more capable models benefit more from VS. In sum, our work provides a new data-centric perspective on mode collapse and a practical inference-time remedy that helps unlock pre-trained generative diversity.

There is a strong association between the quality of the writing in a resume for new labor market entrants and whether those entrants are ultimately hired. We show that this relationship is, at least partially, causal: a field experiment in an online labor market was conducted with nearly half a million jobseekers in which a treated group received algorithmic writing assistance. Treated jobseekers experienced an 8% increase in the probability of getting hired. Contrary to concerns that the assistance is taking away a valuable signal, we find no evidence that employers were less satisfied. We present a model in which better writing is not a signal of ability but helps employers ascertain ability, which rationalizes our findings.

Prompting is a mainstream paradigm for adapting large language models to specific natural language processing tasks without modifying internal parameters. Therefore, detailed supplementary knowledge needs to be integrated into external prompts, which inevitably brings extra human efforts and computational burdens for practical applications. As an effective solution to mitigate resource consumption, Efficient Prompting Methods have attracted a wide range of attention. We provide mathematical expressions at a high level to deeply discuss Automatic Prompt Engineering for different prompt components and Prompt Compression in continuous and discrete spaces. Finally, we highlight promising future directions to inspire researchers interested in this field.

Large language models (LLMs) have grown in their usage to provide support for question answering across numerous disciplines. The models on their own have already shown promise for answering basic questions, however fail quickly where expert domain knowledge is required or the question is nuanced. Scientific research often involves searching for relevant literature, distilling pertinent information from that literature and analysing how the findings support or contradict one another. The information is often encapsulated in the full text body of research articles, rather than just in the abstracts. Statements within these articles frequently require the wider article context to be fully understood. We have built an LLM-based system that performs such search and distillation of information encapsulated in scientific literature, and we evaluate our keyword based search and information distillation system against a set of biology related questions from previously released literature benchmarks. We demonstrate sparse retrieval methods exhibit results close to state of the art without the need for dense retrieval, with its associated infrastructure and complexity overhead. We also show how to increase the coverage of relevant documents for literature review generation.

Large Language Models (LLMs) have demonstrated impressive zero-shot capabilities in long-form text generation tasks expressed through natural language instructions. However, user expectations for long-form text rewriting is high, and unintended rewrites (''hallucinations'') produced by the model can negatively impact its overall performance. Existing evaluation benchmarks primarily focus on limited rewriting styles and sentence-level rewriting rather than long-form open-ended rewriting.We introduce OpenRewriteEval, a novel benchmark that covers a wide variety of rewriting types expressed through natural language instructions. It is specifically designed to facilitate the evaluation of open-ended rewriting of long-form texts. In addition, we propose a strong baseline model, RewriteLM, an instruction-tuned large language model for long-form text rewriting. We develop new strategies that facilitate the generation of diverse instructions and preference data with minimal human intervention. We conduct empirical experiments and demonstrate that our model outperforms the current state-of-the-art LLMs in text rewriting. Specifically, it excels in preserving the essential content and meaning of the source text, minimizing the generation of ''hallucinated'' content, while showcasing the ability to generate rewrites with diverse wording and structures.

This work is motivated by two key trends. On one hand, large language models (LLMs) have shown remarkable versatility in various generative tasks such as writing, drawing, and question answering, significantly reducing the time required for many routine tasks. On the other hand, researchers, whose work is not only time-consuming but also highly expertise-demanding, face increasing challenges as they have to spend more time reading, writing, and reviewing papers. This raises the question: how can LLMs potentially assist researchers in alleviating their heavy workload? This study focuses on the topic of LLMs assist NLP Researchers, particularly examining the effectiveness of LLM in assisting paper (meta-)reviewing and its recognizability. To address this, we constructed the ReviewCritique dataset, which includes two types of information: (i) NLP papers (initial submissions rather than camera-ready) with both human-written and LLM-generated reviews, and (ii) each review comes with "deficiency" labels and corresponding explanations for individual segments, annotated by experts. Using ReviewCritique, this study explores two threads of research questions: (i) "LLMs as Reviewers", how do reviews generated by LLMs compare with those written by humans in terms of quality and distinguishability? (ii) "LLMs as Metareviewers", how effectively can LLMs identify potential issues, such as Deficient or unprofessional review segments, within individual paper reviews? To our knowledge, this is the first work to provide such a comprehensive analysis.

We introduce Debate Speech Evaluation as a novel and challenging benchmark for assessing LLM judges. Evaluating debate speeches requires a deep understanding of the speech at multiple levels, including argument strength and relevance, the coherence and organization of the speech, the appropriateness of its style and tone, and so on. This task involves a unique set of cognitive abilities that have previously received limited attention in systematic LLM benchmarking. To explore such skills, we leverage a dataset of over 600 meticulously annotated debate speeches and present the first in-depth analysis of how state-of-the-art LLMs compare to human judges on this task. Our findings reveal a nuanced picture: while larger models can approximate individual human judgments in some respects, they differ substantially in their overall judgment behavior. We also investigate the ability of frontier LLMs to generate persuasive, opinionated speeches, showing that models may perform at a human level on this task.

Science journalism reports current scientific discoveries to non-specialists, aiming to enable public comprehension of the state of the art. However, this task can be challenging as the audience often lacks specific knowledge about the presented research. To address this challenge, we propose a framework that integrates three LLMs mimicking the real-world writing-reading-feedback-revision workflow, with one LLM acting as the journalist, a smaller LLM as the general public reader, and the third LLM as an editor. The journalist's writing is iteratively refined by feedback from the reader and suggestions from the editor. Our experiments demonstrate that by leveraging the collaboration of two 7B and one 1.8B open-source LLMs, we can generate articles that are more accessible than those generated by existing methods, including advanced models such as GPT-4.

Large language models (LLMs) have shown remarkable success across a wide range of natural language generation tasks, where proper prompt designs make great impacts. While existing prompting methods are normally restricted to providing correct information, in this paper, we encourage the model to deliberate by proposing a novel Deliberate then Generate (DTG) prompting framework, which consists of error detection instructions and candidates that may contain errors. DTG is a simple yet effective technique that can be applied to various text generation tasks with minimal modifications. We conduct extensive experiments on 20+ datasets across 7 text generation tasks, including summarization, translation, dialogue, and more. We show that DTG consistently outperforms existing prompting methods and achieves state-of-the-art performance on multiple text generation tasks. We also provide in-depth analyses to reveal the underlying mechanisms of DTG, which may inspire future research on prompting for LLMs.

Large language models equipped with Web search, information retrieval tools, and other agentic capabilities are beginning to supplant traditional search engines. As users start to rely on LLMs for information on many topics, including controversial and debatable issues, it is important to understand how the stances and opinions expressed in LLM outputs are influenced by the documents they use as their information sources. In this paper, we present MillStone, the first benchmark that aims to systematically measure the effect of external arguments on the stances that LLMs take on controversial issues (not all of them political). We apply MillStone to nine leading LLMs and measure how ``open-minded'' they are to arguments supporting opposite sides of these issues, whether different LLMs agree with each other, which arguments LLMs find most persuasive, and whether these arguments are the same for different LLMs. In general, we find that LLMs are open-minded on most issues. An authoritative source of information can easily sway an LLM's stance, highlighting the importance of source selection and the risk that LLM-based information retrieval and search systems can be manipulated.

Researchers have argued that large language models (LLMs) exhibit high-quality writing capabilities from blogs to stories. However, evaluating objectively the creativity of a piece of writing is challenging. Inspired by the Torrance Test of Creative Thinking (TTCT), which measures creativity as a process, we use the Consensual Assessment Technique [3] and propose the Torrance Test of Creative Writing (TTCW) to evaluate creativity as a product. TTCW consists of 14 binary tests organized into the original dimensions of Fluency, Flexibility, Originality, and Elaboration. We recruit 10 creative writers and implement a human assessment of 48 stories written either by professional authors or LLMs using TTCW. Our analysis shows that LLM-generated stories pass 3-10X less TTCW tests than stories written by professionals. In addition, we explore the use of LLMs as assessors to automate the TTCW evaluation, revealing that none of the LLMs positively correlate with the expert assessments.

The latest generation of LLMs can be prompted to achieve impressive zero-shot or few-shot performance in many NLP tasks. However, since performance is highly sensitive to the choice of prompts, considerable effort has been devoted to crowd-sourcing prompts or designing methods for prompt optimisation. Yet, we still lack a systematic understanding of how linguistic properties of prompts correlate with task performance. In this work, we investigate how LLMs of different sizes, pre-trained and instruction-tuned, perform on prompts that are semantically equivalent, but vary in linguistic structure. We investigate both grammatical properties such as mood, tense, aspect and modality, as well as lexico-semantic variation through the use of synonyms. Our findings contradict the common assumption that LLMs achieve optimal performance on lower perplexity prompts that reflect language use in pretraining or instruction-tuning data. Prompts transfer poorly between datasets or models, and performance cannot generally be explained by perplexity, word frequency, ambiguity or prompt length. Based on our results, we put forward a proposal for a more robust and comprehensive evaluation standard for prompting research.

We present Multi-expert Prompting, a novel enhancement of ExpertPrompting (Xu et al., 2023), designed to improve the large language model (LLM) generation. Specifically, it guides an LLM to fulfill an input instruction by simulating multiple experts, aggregating their responses, and selecting the best among individual and aggregated responses. This process is performed in a single chain of thoughts through our seven carefully designed subtasks derived from the Nominal Group Technique (Ven and Delbecq, 1974), a well-established decision-making framework. Our evaluations demonstrate that Multi-expert Prompting significantly outperforms ExpertPrompting and comparable baselines in enhancing the truthfulness, factuality, informativeness, and usefulness of responses while reducing toxicity and hurtfulness. It further achieves state-of-the-art truthfulness by outperforming the best baseline by 8.69% with ChatGPT. Multi-expert Prompting is efficient, explainable, and highly adaptable to diverse scenarios, eliminating the need for manual prompt construction.

The recent trend in the Large Vision and Language model has brought a new change in how information extraction systems are built. VLMs have set a new benchmark with their State-of-the-art techniques in understanding documents and building question-answering systems across various industries. They are significantly better at generating text from document images and providing accurate answers to questions. However, there are still some challenges in effectively utilizing these models to build a precise conversational system. General prompting techniques used with large language models are often not suitable for these specially designed vision language models. The output generated by such generic input prompts is ordinary and may contain information gaps when compared with the actual content of the document. To obtain more accurate and specific answers, a well-targeted prompt is required by the vision language model, along with the document image. In this paper, a technique is discussed called Target prompting, which focuses on explicitly targeting parts of document images and generating related answers from those specific regions only. The paper also covers the evaluation of response for each prompting technique using different user queries and input prompts.

Authors seeking to communicate with broader audiences often share their ideas in various document formats, such as slide decks, newsletters, reports, and posters. Prior work on document generation has generally tackled the creation of each separate format to be a different task, leading to fragmented learning processes, redundancy in models and methods, and disjointed evaluation. We consider each of these documents as templatic views of the same underlying knowledge/content, and we aim to unify the generation and evaluation of these templatic views. We begin by showing that current LLMs are capable of generating various document formats with little to no supervision. Further, a simple augmentation involving a structured intermediate representation can improve performance, especially for smaller models. We then introduce a novel unified evaluation framework that can be adapted to measuring the quality of document generators for heterogeneous downstream applications. This evaluation is adaptable to a range of user defined criteria and application scenarios, obviating the need for task specific evaluation metrics. Finally, we conduct a human evaluation, which shows that people prefer 82% of the documents generated with our method, while correlating more highly with our unified evaluation framework than prior metrics in the literature.

Selecting high-quality pre-training data is important for creating capable language models, but existing methods rely on simple heuristics. We introduce QuRating, a method for selecting pre-training data that captures the abstract qualities of texts which humans intuitively perceive. In this paper, we investigate four qualities - writing style, required expertise, facts & trivia, and educational value. We find that LLMs are able to discern these qualities and observe that they are better at making pairwise judgments of texts than at rating the quality of a text directly. We train a QuRater model to learn scalar ratings from pairwise judgments, and use it to annotate a 260B training corpus with quality ratings for each of the four criteria. In our experiments, we select 30B tokens according to the different quality ratings and train 1.3B-parameter language models on the selected data. We find that it is important to balance quality and diversity, as selecting only the highest-rated documents leads to poor results. When we sample using quality ratings as logits over documents, our models achieve lower perplexity and stronger in-context learning performance than baselines. Beyond data selection, we use the quality ratings to construct a training curriculum which improves performance without changing the training dataset. We extensively analyze the quality ratings and discuss their characteristics, biases, and wider implications.

As large language models (LLMs) are used in complex writing workflows, users engage in multi-turn interactions to steer generations to better fit their needs. Rather than passively accepting output, users actively refine, explore, and co-construct text. We conduct a large-scale analysis of this collaborative behavior for users engaged in writing tasks in the wild with two popular AI assistants, Bing Copilot and WildChat. Our analysis goes beyond simple task classification or satisfaction estimation common in prior work and instead characterizes how users interact with LLMs through the course of a session. We identify prototypical behaviors in how users interact with LLMs in prompts following their original request. We refer to these as Prototypical Human-AI Collaboration Behaviors (PATHs) and find that a small group of PATHs explain a majority of the variation seen in user-LLM interaction. These PATHs span users revising intents, exploring texts, posing questions, adjusting style or injecting new content. Next, we find statistically significant correlations between specific writing intents and PATHs, revealing how users' intents shape their collaboration behaviors. We conclude by discussing the implications of our findings on LLM alignment.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

We present the results and the main findings of SemEval-2020 Task 11 on Detection of Propaganda Techniques in News Articles. The task featured two subtasks. Subtask SI is about Span Identification: given a plain-text document, spot the specific text fragments containing propaganda. Subtask TC is about Technique Classification: given a specific text fragment, in the context of a full document, determine the propaganda technique it uses, choosing from an inventory of 14 possible propaganda techniques. The task attracted a large number of participants: 250 teams signed up to participate and 44 made a submission on the test set. In this paper, we present the task, analyze the results, and discuss the system submissions and the methods they used. For both subtasks, the best systems used pre-trained Transformers and ensembles.

This work introduces Weaver, our first family of large language models (LLMs) dedicated to content creation. Weaver is pre-trained on a carefully selected corpus that focuses on improving the writing capabilities of large language models. We then fine-tune Weaver for creative and professional writing purposes and align it to the preference of professional writers using a suit of novel methods for instruction data synthesis and LLM alignment, making it able to produce more human-like texts and follow more diverse instructions for content creation. The Weaver family consists of models of Weaver Mini (1.8B), Weaver Base (6B), Weaver Pro (14B), and Weaver Ultra (34B) sizes, suitable for different applications and can be dynamically dispatched by a routing agent according to query complexity to balance response quality and computation cost. Evaluation on a carefully curated benchmark for assessing the writing capabilities of LLMs shows Weaver models of all sizes outperform generalist LLMs several times larger than them. Notably, our most-capable Weaver Ultra model surpasses GPT-4, a state-of-the-art generalist LLM, on various writing scenarios, demonstrating the advantage of training specialized LLMs for writing purposes. Moreover, Weaver natively supports retrieval-augmented generation (RAG) and function calling (tool usage). We present various use cases of these abilities for improving AI-assisted writing systems, including integration of external knowledge bases, tools, or APIs, and providing personalized writing assistance. Furthermore, we discuss and summarize a guideline and best practices for pre-training and fine-tuning domain-specific LLMs.

Large language models (LLMs) have shown promising potential in persuasion, but existing works on training LLM persuaders are still preliminary. Notably, while humans are skilled in modeling their opponent's thoughts and opinions proactively and dynamically, current LLMs struggle with such Theory of Mind (ToM) reasoning, resulting in limited diversity and opponent awareness. To address this limitation, we introduce Theory of Mind Augmented Persuader (ToMAP), a novel approach for building more flexible persuader agents by incorporating two theory of mind modules that enhance the persuader's awareness and analysis of the opponent's mental state. Specifically, we begin by prompting the persuader to consider possible objections to the target central claim, and then use a text encoder paired with a trained MLP classifier to predict the opponent's current stance on these counterclaims. Our carefully designed reinforcement learning schema enables the persuader learns how to analyze opponent-related information and utilize it to generate more effective arguments. Experiments show that the ToMAP persuader, while containing only 3B parameters, outperforms much larger baselines, like GPT-4o, with a relative gain of 39.4% across multiple persuadee models and diverse corpora. Notably, ToMAP exhibits complex reasoning chains and reduced repetition during training, which leads to more diverse and effective arguments. The opponent-aware feature of ToMAP also makes it suitable for long conversations and enables it to employ more logical and opponent-aware strategies. These results underscore our method's effectiveness and highlight its potential for developing more persuasive language agents. Code is available at: https://github.com/ulab-uiuc/ToMAP.

Large language models (LLMs) have become popular writing tools among students and may expand access to high-quality feedback for students with less access to traditional writing support. At the same time, LLMs may standardize student voice or invite overreliance. This study examines how adoption of LLM-assisted writing varies across socioeconomic groups and how it relates to outcomes in a high-stakes context: U.S. college admissions. We analyze a de-identified longitudinal dataset of applications to a selective university from 2020 to 2024 (N = 81,663). Estimating LLM use using a distribution-based detector trained on synthetic and historical essays, we tracked how student writing changed as LLM use proliferated, how adoption differed by socioeconomic status (SES), and whether potential benefits translated equitably into admissions outcomes. Using fee-waiver status as a proxy for SES, we observe post-2023 convergence in surface-level linguistic features, with the largest changes in fee-waived and rejected applicants. Estimated LLM use rose sharply in 2024 across all groups, with disproportionately larger increases among lower SES applicants, consistent with an access hypothesis in which LLMs substitute for scarce writing support. However, increased estimated LLM use was more strongly associated with declines in predicted admission probability for lower SES applicants than for higher SES applicants, even after controlling for academic credentials and stylometric features. These findings raise concerns about equity and the validity of essay-based evaluation in an era of AI-assisted writing and provide the first large-scale longitudinal evidence linking LLM adoption, linguistic change, and evaluative outcomes in college admissions.

This research investigates prompt designs of evaluating generated texts using large language models (LLMs). While LLMs are increasingly used for scoring various inputs, creating effective prompts for open-ended text evaluation remains challenging due to model sensitivity and subjectivity in evaluation of text generation. Our study experimented with different prompt structures, altering the sequence of output instructions and including explanatory reasons. We found that the order of presenting reasons and scores significantly influences LLMs' scoring, with a different level of rule understanding in the prompt. An additional optimization may enhance scoring alignment if sufficient data is available. This insight is crucial for improving the accuracy and consistency of LLM-based evaluations.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

While LLMs have shown great success in understanding and generating text in traditional conversational settings, their potential for performing ill-defined complex tasks is largely under-studied. Indeed, we are yet to conduct comprehensive benchmarking studies with multiple LLMs that are exclusively focused on a complex task. However, conducting such benchmarking studies is challenging because of the large variations in LLMs' performance when different prompt types/styles are used and different degrees of detail are provided in the prompts. To address this issue, the paper proposes a general taxonomy that can be used to design prompts with specific properties in order to perform a wide range of complex tasks. This taxonomy will allow future benchmarking studies to report the specific categories of prompts used as part of the study, enabling meaningful comparisons across different studies. Also, by establishing a common standard through this taxonomy, researchers will be able to draw more accurate conclusions about LLMs' performance on a specific complex task.