Bibliographies thématiques / Text Paraphrasing

Littérature scientifique sur le sujet « Text Paraphrasing »

Auteur : Grafiati
Publié le 10 mars 2023

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Articles de revues sur le sujet "Text Paraphrasing"

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Azis, Wildan Abdul, Yanti Suryanti et Entis Sutisna. « Students Difficulties to Write Paraphrasing Text and Summarizing Text ». Pedagogia : Jurnal Ilmiah Pendidikan 11, no 1 (1 juillet 2019) : 84–87. http://dx.doi.org/10.55215/pedagogia.v11i1.7196.

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This research entitled “students’ difficulties to write paraphrasing text and summarizing text”. Paraphrasing and summarizing are important for the students because the texts ask the students to rewrite the text by using their own words. In addition, paraphrasing and summarizing have similarities in the step of writing, but the texts are different. In conducting the research, descriptive method is used to conduct the research. The research is conducted to the fifth semester of English Education Study Program students who have been taking resume writing subject. For gaining the data, the writer uses documentation, questionnaire, and interview. After gaining the data, the result shows that the students face difficulties to write paraphrasing text and summarizing text, their difficulties come from various factors such as lack of vocabulary and lack of knowledge. In addition, the students face difficulties in paraphrasing and summarizing the text because they do not understand the basic knowledget of paraphrasing and summarizing, although paraphrasing and summarizing have techniques, but the students do not know how to write paraphrasing and summarizing well.
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Fitria, Tira Nur. « QuillBot as an online tool : Students’ alternative in paraphrasing and rewriting of English writing ». Englisia : Journal of Language, Education, and Humanities 9, no 1 (7 novembre 2021) : 183. http://dx.doi.org/10.22373/ej.v9i1.10233.

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QuillBot is an online application to paraphrase writing, avoid plagiarism, summarize long sentences and improve grammar to be more precise and look professional. The objective of this research is to review the QuillBot as an Artificial Intelligence (AI) tool system for students’ in paraphrasing and rewriting English writing both in the free and premium versions. This research applies descriptive qualitative. The data used is an English abstract article. The results show that QuillBot paraphrasing tools use several ways to paraphrase the text: 1) paraphrasing by using equations or synonyms, 2) paraphrasing by changing the form of the word, 3) paraphrasing by using active or passive sentences, and 4) paraphrasing by changing the order of words in sentences. This paraphrasing uses Standard Mode, which serves to balance changes to the text when users input them but still keeps them from changing the actual (original) meaning of the text, also making the result look more original. QuillBot is one of the paraphrasings and summarizing tools that can be used by students for rewriting any content based on a state-of-the-art AI system. This tool can be the students’ alternative which provides a solution by helping paraphrase when students do not have the idea to paraphrase English writing manually. However, a good knowledge of vocabulary and understanding of English grammar, of course, will help students or other users (s) both in using online or manual paraphrasing to be better or the best quality.
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Et.al, Tien-Ping, Tan. « Translating IdiomsusingParaphrasing, Machine Translation and Rescoring ». Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no 3 (11 avril 2021) : 1942–46. http://dx.doi.org/10.17762/turcomat.v12i3.1027.

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Idioms are rich multi-word expressions that can be found in many works of literature. The meaning of most idioms cannot be deduced literally. This makes translating idioms challenging. Moreover, the parallel text that contains idioms is limited. As a result, machine translation has difficulty in translating idioms correctly. Paraphrasing is a process to restate the meaning of a text or a passage using different words in the same language. Often, paraphrasing is used to give readers a clearer understanding of the original text. Paraphrasing can be used to assist machine translation in translating idioms. In this article, we attempted to improve the translation of idioms using paraphrasing. An approach that combine paraphrasing and rescoring with machine translation is proposed. The paraphrasing and rescoring improve the translation produced by neural machine translation from 12.03% to 12.92%.
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Hagaman, Jessica L., et Kathryn J. Casey. « Paraphrasing Strategy Instruction in Content Area Text ». Intervention in School and Clinic 52, no 4 (24 septembre 2016) : 210–17. http://dx.doi.org/10.1177/1053451216659468.

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Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content area classroom. This article discusses how to teach a paraphrasing strategy using the self-regulated strategy development (SRSD) model in content area texts to support the development of comprehension skills. The strategy can easily be incorporated into existing curriculum as a support for a variety of readers who struggle with comprehension and aligns well with the CCSS.
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Ansorge, Libor, Klára Ansorgeová et Mark Sixsmith. « Plagiarism through Paraphrasing Tools—The Story of One Plagiarized Text ». Publications 9, no 4 (20 octobre 2021) : 48. http://dx.doi.org/10.3390/publications9040048.

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This paper describes a unique case study wherein real plagiarism revealed in a scientific journal is compared with the original article. The plagiarized text contains many typical errors, such as inconsistent terminology, unclear meanings of sentence, missing tables and figures, and an incorrect literature list. The occurrence of similar errors in other manuscripts may serve as a warning against plagiarism. During the analysis of the plagiarized text, it was assumed that a paraphrasing tool was used for preparing this plagiarized text. To confirm this assumption, the chosen paraphrasing tool was used to create a paraphrased version of the article and this version was compared with the plagiarized text. The paraphrased version had far fewer changes from the plagiarized text than the plagiarized text had from the original article. Thus, it was confirmed that the plagiarized text was created using a paraphrasing tool. Information contained in this article can be used for detecting this type of plagiarism.
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Nurhidayati, Nurhidayati, et Pabiyah Toklubok @ Hajimaming. « Communication Strategy On Students' Written Arabic Text ». Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature 4, no 3 (31 décembre 2021) : 335–52. http://dx.doi.org/10.22219/jiz.v4i3.17585.

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The purpose of this study was to describe how the communication strategy in student’s written text which included paraphrasing strategies, borrowing strategies and avoidance strategies. This research was a qualitative research with a socio-psycho-structural approach. The research data were verbal data in the form of data: (1) written fiction narrative, (2) interview transcription, and (3) observation notes. The data were analyzed by interactive analysis by Tarone’s comunication strategies. The result of the research showed that in solving the communication problem, Arabic language learners used the strategy based on the language between the Indonesia or the Javanese language, by generalizing the forms, creating paraphrases, creating words, and reconstructing sentences. Some of the communication strategies which were employed by learners were: (a) paraphrasing strategies, (b) borrowing strategies, and (c) avoidance strategies. Paraphrasing strategies were implemented through approximation techniques, creating or substituting word coinage, and using circumlocution. Borrowing strategies were done through the use of literal translation strategies, code mixes, requests for help, and use of mimic or gestures. Avoidance strategy was used through the process of avoidance of the use of language phrases that had not been properly mastered or avoid certain topics that would complicate the speaker in expressing the purpose of the speech.
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Kaneko, Nozomu, et Takehisa Onisawa. « Application of Paraphrasing to Programming with Linguistic Expressions ». Journal of Advanced Computational Intelligence and Intelligent Informatics 10, no 6 (20 novembre 2006) : 830–37. http://dx.doi.org/10.20965/jaciii.2006.p0830.

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This paper describes an interactive programming system that generates computer programs with Japanese linguistic expressions. The system is based on the idea ofprogramming by paraphrasing, which enables users with little knowledge on computer programming to make computer programs with linguistic expressions since paraphrasing is usually done in human everyday language communication. The case-based reasoning method is used for paraphrasing so that the system can obtain the meanings of unknown linguistic expressions used by users. The usefulness of the present system is confirmed by subject experiments on two text editing tasks: a bibliography formatting task and a text-to-HTML conversion task.
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Polat, Yahya, Satylmysh Bajak et Ainuska Zhumaeva. « A New Approach for Paraphrasing and Rewording a Challenging Text ». Arab World English Journal 12, no 2 (15 juin 2021) : 158–68. http://dx.doi.org/10.24093/awej/vol12no2.11.

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This article aims to propose a practical model for intra-lingual translation or paraphrase in another term. Paraphrase is a restatement of a text, rewording something written or spoken, especially to achieve greater clarity. This approach could help a troubled translator who is having issues translating a complex text into a receptor language by assessing the source text and reconstructing the contents in a simpler semantic structure. (Larson, 2012) Noam Chomsky’s generative–transformational model (1957, 1965) and Larson’s (2012) methodology have been followed to analyze sentences into a series of related levels governed by the help of several other techniques. To achieve this, firstly, the concepts; Intralingual translation, rewording, paraphrasing, and restatement are identified and explained. Secondly, methods of rewording are unpacked, then other elements that play an essential role in paraphrasing are presented. Thirdly, steps of paraphrasing are applied to the text Taj Mahal where skewings between semantic structure and grammatical features are studied and unskewed. Lastly, a conclusion is drawn from the findings to verify the hypothesis of the paraphrase. The findings and results of rewording are also briefly discussed.
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Pratama, Yoga, Anjar Prawesti et Fridolini. « AN ANALYSIS OF STUDENTS’ WRITING SKILLS IN PARAPHRASING : A CASE STUDY OF THE 5TH-SEMESTER DIPLOMA STUDENTS OF ENGLISH LANGUAGE AND CULTURE DEPARTMENT OF DARMA PERSADA UNIVERSITY ». Getsempena English Education Journal 9, no 1 (19 juillet 2022) : 13–28. http://dx.doi.org/10.46244/geej.v9i1.1711.

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It is significant for students to have competence in writing research papers that requires writing skills. Using formal language and avoiding plagiarism are mandatory for academic paper writers. Paraphrasing is one of the writing skills, which can be interpreted as rewriting a source text using the writers’ own words by changing it syntactically or semantically while maintaining the main idea. Other than investigating the barriers to paraphrasing and how to overcome them, this research aims to analyze the paraphrasing strategy generally applied by the 5th-semester Diploma students of the English Language and Culture Department of Darma Persada University. By approaching mixed-research methods, this study uses a questionnaire and a writing task as the instruments. Likert Scale is used as a data collection technique in the quantitative research method, which is further processed using SPSS. Meanwhile, the qualitative research method approaches Keck’s Taxonomy of Paraphrasing Types and the paraphrasing strategies by Jackie Pieterick. The analysis results find that the majority of the students have difficulties in paraphrasing. A lack of vocabulary and using their own words become their barriers to paraphrasing. In that case, comprehensive learning about paraphrasing skills and strategies taught by lecturers or educators are expected to overcome the obstacles. Furthermore, using synonyms becomes the paraphrasing strategy generally applied by the students. The paraphrased version of the writing task also indicates that the students try not to copy similar words or sentences from the source and therefore the most of the paraphrasing results are included in the Minimal Revision.
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Hidayati, Daeli. « The Effect of Paraphrasing Strategy on the Students’ Ability in Comprehending Narrative Text at the Eighth Grade of SMP Negeri 1 Mandrehe ». Explora 8, no 1 (9 mai 2022) : 25–42. http://dx.doi.org/10.51622/explora.v8i1.532.

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Reading is one of English skills that should be mastered by students because throughreading, readers get important information, ideas or opinions of text they read about. But the fact,the students of SMP Negeri 1 Mandrehe at the eighth grade in 2015/2016 are not able to getinformation of narrative text. So, the researcher tries to apply Paraphrasing Strategy to investigateits significant effect on the students’ ability in comprehending narrative text. Paraphrasing Strategyis restating information in reading activity by finding the main ideas of paragraphs and by gettingthe specific facts of a text in own words. In conducting the research, the research uses quasiexperimental design. The subject of this study is the eighth grade of SMP Negeri 1 Mandrehe in2015/2016. The population of the research was consists of 103 students, the sample which consistsof 68 students by cluster sampling. The data collected both of groups’ pre test, the data werenormality and homogenous. The researcher did the treatment to the experimental group by usingParaphrasing Strategy. Based on the result of the data computation, it shown the mean score was76.61 stated good. In the control group, the researcher taught the students by using conventionalmathod. The result of post test was 61.47 stated adequate. Based on the result of hypothesis testingby using t-test, the researcher got tcount ≥ ttable (6.3347 ≥ 1.943 from the ttable with dk = 2(n-1) =2(34-1) = 66 and the significance level is 5% (∝= 0.05). Because ttableto dk 66 is not be found inthe critic distribution t of value table, so ttable is interpolated to dk 60 is 2.000 with ttable to dk 120is 1.9880 So, ttable = t1/2∝(dk) = t0.025 x 66 = 1.943. Ha is accepted and H0 is rejected. It can beconclude that there was a significant effect of Paraphrasing Strategy on the students’ ability incomprehending narrative text at the Eighth Grade of SMP Negeri 1 Mandrehe in 2015/2016. Baseon the analysis, the researcher suggest to the English teacher to use the strategy to teach thestudents. The strategy is Paraphrasing Strategy, it can solve the students problems, havefeedback,active and create the relation between teacher and student when teaching readingcomprehensionespecially in narrative text.
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Thèses sur le sujet "Text Paraphrasing"

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Matsubara, Shigeki, Tomohiro Ohno et Masashi Ito. « Text Editing for Lecture Speech Archiving on the Web ». Springer, 2009. http://hdl.handle.net/2237/15114.

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Matsubara, Shigeki, Tomohiro Ohno et Masashi Ito. « Text-Style Conversion of Speech Transcript into Web Document for Lecture Archive ». Fuji Technology Press, 2009. http://hdl.handle.net/2237/15083.

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Hsieh, Chi-Chang, et 謝其璋. « Filtering explicit text content with deep learning techniques based paraphrasing ». Thesis, 2019. http://ndltd.ncl.edu.tw/handle/gse596.

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碩士
中原大學
資訊工程研究所
107
The prosperity of social media has made information transmission more quick. Now, the speed of getting new information is faster than newspapers or magazines, but it also means that the content of the text may be full of pornography, violence, drug, racial discrimination, gender discrimination, etc. The explicit text is different from the grading system of movies or book. The text on the Internet cannot be filtered. It is often only through the administrator or the reporting system that the explicit text can be removed. The purpose of this experiment is to use the deep learning to filter explicit text and paraphrase them. In this experiment, because there is no parallel corpus with explicit text, so we use the explicit text dataset with different parallel corpora from Quora, CoCo, and MSRP datasets to produce a corpus with explicit text. The deep learning method is trained to produce a model that can filter explicit text and paraphrase them. In Experiment 1, we trained by Residual LSTM, LSTM, and Gru, and used BLEU and ROUGE automatic evaluation methods to evaluate which model is better. In Experiment 2, we use Quora dataset to make a questionnaire and sent to 5 subjects for manual evaluation. Finally, the results were compared with the results of Experiment 1. The results show that our methods can effectively remove explicit text after deep learning methods, but the effect of paraphrasing has room for improvement. In Experiment 1, we used BLEU and ROUGE to do automatic evaluation. Gru is better than Residual LSTM and LSTM in the results. In Experiment 2, we used the manual evaluation method of the questionnaire to evaluate. The results showed that the Residual LSTM was highly consistent in the subjects. In the paraphrase evaluation, only the first step of the test can be performed in an automatic evaluation, which can ensure the completeness of the sentence, but it is necessary to select which deep learning method is better still need a manual evaluation method to detect.
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Zugarini, Andrea. « Language Models for Text Understanding and Generation ». Doctoral thesis, 2021. http://hdl.handle.net/2158/1238004.

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The ability to understand and generate language is one of the most fascinating and peculiar aspects of humankind. We can discuss with other individuals about facts, events, stories or the most abstract aspects of our existences, only because of the power and the expressiveness of language. Natural Language Processing (NLP) studies the intriguing properties of languages, the rules, their evolution, its connections with semantics, knowledge and generation, and tries to harness its features into automatic processes. Language is built upon a collection of symbols, and meaning comes from their composition. Such symbolic nature limited for many years the development of Machine Learning solutions for NLP. Many models relied on rule-based methods, and Machine Learning models where based on handcrafted task-specific features. In the last decade there have been incredible advances in the study of language, thanks to the combination of Deep Learning models with Transfer Learning techniques. Deep models can learn from huge amounts of data, and they are proven to be particularly effective in learning feature representations automatically from high-dimensional input spaces. Transfer Learning techniques aim at reducing the need for data by reusing representations learned from related tasks. In the scope of NLP, it is possible thanks to Language Modeling. Language Modeling related tasks are essential in the construction of general purpose representations from unlabelled large textual corpora, allowing the shift from symbolic to sub-symbolic representations of language. In this thesis, motivated by the need of moving steps toward unified NLP agents capable of understanding and generating language in a human-like fashion, we face different NLP challenges, proposing solutions based on Language-Modeling. In summary, we develop a character-aware neural language model to learn general purpose word and context representations, and use the encoder to face several language understanding problems, included an agent for the extraction of entities and relations from an online stream of text. We then focus on Language Generation, addressing two different problems: Paraphrasing and Poem Generation, where in one the generation is tied with information in input, whereas in the other the production of text requires creativity. In addition, we also present how language models can offer aid in the analysis of language varieties. We propose a new perplexity-based indicator to measure distances between different diachronic or dialectical languages.
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Tsedryk, Alexandra. « Didactique de la paraphrase : évaluation et développement de la compétence paraphrastique chez l'apprenant de français langue seconde ». 2013. http://hdl.handle.net/10222/16013.

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This thesis aims to contribute to the improvement of the paraphrasing competence, or the ability to produce synonymous sentences, of advanced learners of French as a second language (L2). While possessing solid grammatical skills, advanced learners still produce lexical and stylistic errors and experience difficulties in reformulating their discourse. Paraphrasing competence is crucial for a language learner since it helps him to present an idea more clearly or circumvent a lexical gap, while allowing the learner to express the same meaning in multiple ways. The theoretical framework adopted is Meaning-Text lin-guistic theory (MTT), that attaches a great deal of importance to the description of lexical and paraphrastic relations and uses well-developped formal tools for the modeling of these relations. The thesis has two objectives. The first consists in elaborating a methodology for evalua-ting the paraphrasing competence of a speaker. The notion of paraphrasing competence is defined, and a test assessing the ability to paraphrase is created and administered to An-glophone learners of French and native speakers. Quantitative and qualitative criteria to establish four levels of paraphrasing competence – elementary, intermediate, advanced and superior - are identified. Characteristics of advanced learners’ paraphrasing competence are described. While pro-ducing all types of paraphrases, the L2 learner uses less lexico-syntactic paraphrasing operations, such as synonymic, antonymic or derivative substitutions. His paraphrasing means are less diverse than those of a native speaker. He also produces a high number of paraphrases with lexical and syntactic errors. The second objective of the thesis is to propose a didactic method of teaching paraphrase, taking into consideration the challenges that paraphrasing poses for L2 learners, identified by means of the paraphrasing test. Concepts of the Meaning-Text Theory are presented in a user-friendly format so that the theoretical linguistic knowledge becomes more accessible to L2 learners. A structured and explicit teaching approach is adopted, based on: (i) a selection of key concepts pertaining to the paraphrase and their definitions ; (ii) a selection of MTT paraphrasing rules and their explanation; (iii) paraphrasing exercices.The advocated pedagogical approach may serve as a reference tool for paraphrase didactics in French.
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Livres sur le sujet "Text Paraphrasing"

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Summarizing, paraphrasing, and retelling : Skills for better reading, writing, and test taking. Portsmouth, NH : Heinemann, 2006.

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Paraphrasing Texts and Words (Chinese Edition). Zhonghua Book Company, 2009.

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Chapitres de livres sur le sujet "Text Paraphrasing"

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Pears, Richard, et Graham Shields. « Quoting, paraphrasing and summarising in your text ». Dans Cite them right, 8–10. London : Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-27313-0_3.

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Vogel, Liane, et Lucie Flek. « Investigating Paraphrasing-Based Data Augmentation for Task-Oriented Dialogue Systems ». Dans Text, Speech, and Dialogue, 476–88. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-16270-1_39.

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Kermanidis, Katia Lida, et Emmanouil Magkos. « Empirical Paraphrasing of Modern Greek Text in Two Phases : An Application to Steganography ». Dans Computational Linguistics and Intelligent Text Processing, 535–46. Berlin, Heidelberg : Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-00382-0_43.

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Kim, Mi-Young, Ying Xu, Yao Lu et Randy Goebel. « Question Answering of Bar Exams by Paraphrasing and Legal Text Analysis ». Dans New Frontiers in Artificial Intelligence, 299–313. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-61572-1_20.

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Kumar, Niraj. « A Graph Based Automatic Plagiarism Detection Technique to Handle Artificial Word Reordering and Paraphrasing ». Dans Computational Linguistics and Intelligent Text Processing, 481–94. Berlin, Heidelberg : Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54903-8_40.

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Barreiro, Anabela. « SPIDER : A System for Paraphrasing in Document Editing and Revision — Applicability in Machine Translation Pre-editing ». Dans Computational Linguistics and Intelligent Text Processing, 365–76. Berlin, Heidelberg : Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19437-5_30.

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Olney, Andrew M. « Paraphrasing Academic Text : A Study of Back-Translating Anatomy and Physiology with Transformers ». Dans Lecture Notes in Computer Science, 279–84. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78270-2_50.

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Kermanidis, Katia Lida. « Extracting Shallow Paraphrasing Schemata from Modern Greek Text Using Statistical Significance Testing and Supervised Learning ». Dans Grammatical Inference : Theoretical Results and Applications, 297–300. Berlin, Heidelberg : Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15488-1_30.

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Rossi, Silvia Luisa. « Revisioning Paraphrasing Instruction ». Dans Academic Integrity in Canada, 411–29. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83255-1_21.

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AbstractAcademic misconduct frequently occurs because developing academic writers lack both knowledge about the conventions for writing from sources and procedural skills for applying this knowledge. Paraphrasing is a particularly underdeveloped skill among students in higher education. This chapter illustrates how findings from existing quality assurance processes are supporting a revised approach to paraphrasing instruction by the writing strategist team at a Canadian undergraduate university. The new approach underlines the interpretive nature of paraphrasing and the agency of the student writer. By focusing less on the technical aspects of paraphrasing and more on its rhetorical purposes, we aim to foster among students a deeper level of engagement with texts, a more nuanced awareness of intertextuality, and recognition of the role disciplinary conventions play in writing from sources. Our vantage point as professionals working with students in a wide range of disciplines affords us unique opportunities to be campus changemakers. If we can encourage recognition that paraphrasing instruction must extend past first year composition courses and one-off workshops, and if we can help instructors seize opportunities to provide students with feedback on their paraphrasing, students will move beyond patchwriting and towards writing from sources with more confidence and integrity.
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Gambarotto, Andrea. « Correction to : Vital Forces, Teleology and Organization ». Dans History, Philosophy and Theory of the Life Sciences, C1—C7. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-65415-7_6.

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In the previous version, while the source is cited in the text, footnote and/or bibliography, mostly including exact page number, the report of its content is sometimes incomplete paraphrasis and/or lack of inverted commas. The mis-referenced passages are reported below.
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Actes de conférences sur le sujet "Text Paraphrasing"

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Maddela, Mounica, Fernando Alva-Manchego et Wei Xu. « Controllable Text Simplification with Explicit Paraphrasing ». Dans Proceedings of the 2021 Conference of the North American Chapter of the Association for Computational Linguistics : Human Language Technologies. Stroudsburg, PA, USA : Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.naacl-main.277.

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Zhang, Chi, Shagan Sah, Thang Nguyen, Dheeraj Peri, Alexander Loui, Carl Salvaggio et Raymond Ptucha. « Semantic sentence embeddings for paraphrasing and text summarization ». Dans 2017 IEEE Global Conference on Signal and Information Processing (GlobalSIP). IEEE, 2017. http://dx.doi.org/10.1109/globalsip.2017.8309051.

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Jin, Cong, Dan Zhang et Min Pan. « Chinese Text Information Hiding Based on Paraphrasing Technology ». Dans 2010 International Conference of Information Science and Management Engineering. IEEE, 2010. http://dx.doi.org/10.1109/isme.2010.61.

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Patil, Annapurna P., Shreekant Jere, Reshma Ram et Shruthi Srinarasi. « T5W : A Paraphrasing Approach to Oversampling for Imbalanced Text Classification ». Dans 2022 IEEE International Conference on Electronics, Computing and Communication Technologies (CONECCT). IEEE, 2022. http://dx.doi.org/10.1109/conecct55679.2022.9865812.

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Konodyuk, Nikita. « Prompt Tuning for Text Detoxification ». Dans Dialogue. RSUH, 2022. http://dx.doi.org/10.28995/2075-7182-2022-21-1089-1096.

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Text detoxification is a challenging style transfer task, that implies paraphrasing into a neutral form while preserving the meaning as closely as possible. In this paper, we present a lightweight approach based on a recently proposed prompt tuning technique. Using RuGPT3-XL (Generative Pretrained Transformer-3 for Russian) as a frozen backbone, we train only a sequence of continuous embeddings inserted before and after an input text. Even though the number of trainable parameters is less than 0.025% of their total number, our approach achieves competitive performance compared to the methods involving full model tuning and ranks 4th on the leaderboard of shared RUSSE Detox task.
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Al-Shboul, Bashar, Duha Al-Darras et Dana Al-Qudah. « A Semantic Text Expansion for Paraphrasing Identification in Arabic Microblog Posts ». Dans MEDES '22 : International Conference on Management of Digital EcoSystems. New York, NY, USA : ACM, 2022. http://dx.doi.org/10.1145/3508397.3564848.

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Turkerud, Ingrid Ravn, et Ole Jakob Mengshoel. « Image Captioning using Deep Learning : Text Augmentation by Paraphrasing via Backtranslation ». Dans 2021 IEEE Symposium Series on Computational Intelligence (SSCI). IEEE, 2021. http://dx.doi.org/10.1109/ssci50451.2021.9659834.

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Mirshekari, Mostafa, Jing Gu et Aaron Sisto. « ConQuest : Contextual Question Paraphrasing through Answer-Aware Synthetic Question Generation ». Dans Proceedings of the Seventh Workshop on Noisy User-generated Text (W-NUT 2021). Stroudsburg, PA, USA : Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.wnut-1.25.

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Kermanidis, Katia Lida. « Hiding Secret Information by Automatically Paraphrasing Modern Greek Text with Minimal Resources ». Dans 2010 22nd International Conference on Tools with Artificial Intelligence (ICTAI). IEEE, 2010. http://dx.doi.org/10.1109/ictai.2010.135.

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Gu, Yunfan, yang yuqiao et Zhongyu Wei. « Extract, Transform and Filling : A Pipeline Model for Question Paraphrasing based on Template ». Dans Proceedings of the 5th Workshop on Noisy User-generated Text (W-NUT 2019). Stroudsburg, PA, USA : Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5514.

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