Generating Creative Language Theories Practice And Evaluation
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Generating Creative Language - Theories, Practice and Evaluation
This thesis presents approaches to computationally creative natural language generation focusing on theoretical foundations, practical solutions and evaluation. I defend that a theoretical definition is crucial for computational creativity and that the practical solution must closely follow the theoretical definition. Finally, evaluation must be based on the underlying theory and what was actually modelled in the practical solution. A theoretical void in the existing theoretical work on computational creativity is identified. The existing theories do not explicitly take into account the communicative nature of natural language. Therefore, a new theoretical framework is elaborated that identifies how computational creativity can take place in a setting that has a clear communicative goal. This introduces a communicative-creative trade off that sets limits to creativity in such a communicative context. My framework divides creativity in three categories: message creativity, contextual creativity and communicative creativity. Any computationally creative NLG approach not taking communicativity into account is called mere surface generation. I propose a novel master-apprentice approach for creative language generation. The approach consists of a genetic algorithm, the fitness functions of which correspond to different parameters defined as important for the creative task in question from a theoretical perspective. The output of the genetic algorithm together with possible human authored data are used to train the apprentice, which is a sequence-to-sequence neural network model. The role of the apprentice in the system is to approximate creative autonomy. Evaluation is approached from three different perspectives in this work: ad-hoc and abstract, theory-based and abstract, and theory-based and concrete. The first perspective is the most common one in the current literature and its shortcomings are demonstrated and discussed. This starts a gradual shift towards more meaningful evaluation by first using proper theories to define the task being modelled and finally reducing the room for subjective interpretation by suggesting the use of concrete evaluation questions.
Theories of Creative Writing Studies
This book provides a groundbreaking approach to creative writing theory, offering a comprehensive exploration of its core principles and methodologies. Focusing on creative writing as an ontological practice, it redefines the essence of literature and writing, while integrating new perspectives on AI-assisted writing, creative industries, and writing pedagogy. This work combines Chinese and global views to address the pressing need for a systematic theoretical framework in the field of creative writing. It is intended for graduate students, researchers, and educators in creative writing, literary studies, and cultural industries. The book offers valuable insights into the evolving landscape of creative writing theory and its application in education, industry, and culture. Key features include its original theoretical framework, an interdisciplinary approach that connects theory and practice, and the exploration of AI's impact on creative writing. This book is a must-have resource for advancing both academic and practical understanding of creative writing.
Revisiting the Assessment of Second Language Abilities: From Theory to Practice
This book presents an overview of revisiting the assessment of language abilities. It also showcases how the measurement of such constructs can result in negative or positive washback and how outcomes might be conducive to repercussions that decide on the future of many stakeholders. The 23 chapters were selected among tens of chapters received from different contexts that addressed the issue of revisiting the assessment of language abilities, such as Tunisia, Ukraine, Algeria, Russia, KSA, Sudan, Egypt, Canada, Kurdistan, UK, USA, Iran, Turkey, etc. These contexts have highlighted the necessity to revisit the different constructs which should be assessed with a clear and straightforward foundation on students’ learning objectives and their actual language ability. To do so, most of the chapters present hands-on use of relevant statistical tests that might serve in revisiting the construct definition both theoretically and operationally. Perhaps the sole and intricate question that the authors of these contributions ask is what it means to revisit the assessment of the construct of individualized language ability and how. In addition, the book accentuates the momentousness and significance of reflecting on test fairness and validation as the mainspring and backbone for democratization of assessment. This book appeals to a broad readership, such as English Language Teaching (ELT) practitioners, language teachers, students, testing organizations, policy-makers, test designers, writers of test specifications, testing experts, researchers, program evaluators, especially in the Middle East and North Africa (MENA) as well as other international contexts.