Text-Item Creation Task

A Text-Item Creation Task is a content creation task that is a general language generation task (for producing a text artifact).

• AKA: Text Generation, Text Creation.
• Context:
  • Task Input: content specifications, style requirements, context parameters
    • Optional Input: formatting rules, tone guides, length constraints
  • Task Output: text content, metadata
    • Optional Output: generation statistics, quality metrics
  • Task Performance Measure: content quality metrics such as coherence, relevance, and originality
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  • It can support Text-Based Workflows through content generation.
  • It can be supported by Text Generation Systems.
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  • It can range from being a Human-Performed Text Generation Task to being an Automated Text Generation Task, depending on its generation method.
  • It can range from being an Open-Domain Text Generation Task to being a Domain-Specific Text Generation Task, depending on its content scope.
  • It can range from being an Open-Ended Text Generation Task to being a Close-Ended Text Generation Task, depending on its constraint level.
  • It can range from being a General Sentence Generation Task to being a General Paragraph Generation Task to being a General Text Document Generation Task, depending on its output scope.
  • It can range from being a Simple Text Generation Task to being a Complex Text Generation Task, depending on its task complexity.
  • It can range from being a Free-Form Text Generation to being a Structured Text Generation, depending on its format constraints.
  • It can range from being a Natural Language Generation to being a Source Code Generation, depending on its syntax requirements.
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  • It can utilize Large Language Models for advanced generation.
  • It can implement Content Safety Checks through ai filtering.
  • It can maintain Content Consistency via context awareness.
  • It can support Multi-Modal Generation through cross-modal context.
  • It can enable Real-Time Generation via streaming output.
  • It can follow Text Creation Standards.
  • It can maintain Generation History.
  • It can integrate with Content Management Systems.
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• Examples:
  • AI-Assisted Text Creation Tasks, such as:
    • Interactive Text Generation for collaborative writing.
    • Context-Aware Text Generation for personalized content.
    • Multi-Modal Text Generation for cross-modal content.
  • Professional Text Creation Tasks, such as:
    • Technical Writing Tasks for documentation creation.
    • Content Marketing Tasks for promotional material.
    • Academic Writing Tasks for research communication.
  • Creative Text Creation Tasks, such as:
    • Narrative Generation Tasks for storytelling.
    • Script Generation Tasks for dialog creation.
    • Poetry Generation Tasks for verse composition.
  • Structured Text Creation Tasks, such as:
    • WikiText Generation Tasks for wiki content.
    • Definition Generation Tasks for term explanation.
    • Report Generation Tasks for formal documentation.
    • Source Code Creation Tasks for software development.
    • Markup Generation Tasks for structured documents.
  • Text Transformation Tasks, such as:
    • Paraphrasing Tasks for content rewording.
    • Text Summarization Tasks for content condensation.
    • Text Expansion Tasks for content elaboration.
    • Code Refactoring Tasks for source code improvement.
  • ...
• Counter-Examples:
  • Text Understanding Task, which analyzes rather than creates.
  • Speech Generation Task, which produces audio.
  • Code Generation Task, which produces software.
  • Image Generation Task, which produces visuals.
• See: Content Creation, Text Generation, Natural Language Generation, Content Management, Text Processing, Source Code Generation, Structured Document Creation.

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References

2016

• (Graham & Rijlaarsdam, 2016) ⇒ Steve Graham, and Gert Rijlaarsdam. (2016). “Writing Education Around the Globe: Introduction and Call for a New Global Analysis.” Reading and Writing 29, no. 5
  • ABSTRACT: This paper presents a special issue on writing around the globe. Researchers from across the world describe writing practices in their country using a wide variety of methodology. The paper show that while there are many similarities in writing instruction from one country to the next, there are also many differences. As a result, the authors call for a new international study of writing, one that takes more descriptive rather than a comparative approach.

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