Difference between a base LLM model and their variants. Learn the difference between a Base model and it's instruct and chat variants. Learn when to use which model and a final summary 🙂
Prompt engineering involves crafting prompts to elicit specific responses from language models. Key components of prompt engineering include clarity, length, context setting, question phrasing, formatting, temperature and max tokens, context length, using prompts in series, task specification, and ethical considerations. Prompt engineering requires a thoughtful approach to guide models and generate accurate and useful outputs.
This document provides instructions for an assignment on effective oral communication in English for a course at the Open University of Malaysia. Students must write a paper between 2,500-3,000 words addressing oral communication in interpersonal, small group, and public speaking contexts. They must also prepare a 10-12 slide PowerPoint presentation summarizing the paper's content. The assignment is worth 30% of the course grade and will be assessed based on criteria for content, organization, language use, and presentation delivery. Plagiarized assignments will receive score deductions.
This document provides instructions for an assignment on effective oral communication in English for students in an English communication course. It outlines:
1. The assignment requires students to write a paper with headings on oral communication theories and applying these to interpersonal, small group, and public speaking contexts. Students must then prepare a 10-12 slide PowerPoint presentation summarizing the paper.
2. The paper will be assessed on content and organization (12 marks) and language use (8 marks) for a total of 20 marks. The presentation will be assessed on the presenter's effectiveness (10 marks) for a total of 30 marks between the two assignments.
3. Guidance is provided on researching the topic from course modules
This document discusses prompt engineering for generative AI models. It defines key concepts like tokenization, prompt limits, and the anatomy of a prompt. Effective prompt engineering involves crafting instructions to guide models towards specific, high-quality outputs. Sample prompts are provided for tasks like customer service and mentorship. Tips for prompt engineering include being explicit, providing context, and experimenting through iteration. The document concludes by introducing ChatGPT Playground for practicing prompt design.
The document discusses how to write effective paragraphs in an essay. It states that each paragraph should focus on one main idea or topic and include a topic sentence near the beginning stating what the paragraph is about. All other sentences in the paragraph must relate to and develop the topic sentence. Paragraphs need unity around a single topic and coherence where ideas logically flow from one sentence to the next. They should be 100-200 words with 4-10 sentences to adequately develop the topic. Transition words are important to link ideas between and within paragraphs to guide the reader through changes in direction.
LLMs are artificial intelligence models that can generate human-like text based on patterns in training data. They are commonly used for language translation, chatbots, content creation, and summarization. LLMs consist of encoders, decoders and attention mechanisms. Popular LLMs include GPT-3, BERT, and XLNet. LLMs are trained using unsupervised learning on vast amounts of text data and then fine-tuned for specific tasks. They are evaluated based on metrics like accuracy, F1-score, and perplexity. ChatGPT is an example of an LLM that can answer questions, generate text, summarize text, and translate between languages.
GPT stands for Generative Pre-trained Transformer, the first generalized language model in NLP. Previously, language models were only designed for single tasks like text generation, summarization or classification.
The document discusses several techniques for improving the readability of academic writing. It covers topics such as subject-verb distance, topic-stress positioning, parallel structure, pronoun reference, word choice, cohesion, joining sentences, vagueness and ambiguity, and nominalization. The workshop aims to help writers identify and address common readability problems in their work in order to make their writing more clear, accessible, and effective for readers.
Prompt engineering involves crafting prompts to elicit specific responses from language models. Key components of prompt engineering include clarity, length, context setting, question phrasing, formatting, temperature and max tokens, context length, using prompts in series, task specification, and ethical considerations. Prompt engineering requires a thoughtful approach to guide models and generate accurate and useful outputs.
This document provides instructions for an assignment on effective oral communication in English for a course at the Open University of Malaysia. Students must write a paper between 2,500-3,000 words addressing oral communication in interpersonal, small group, and public speaking contexts. They must also prepare a 10-12 slide PowerPoint presentation summarizing the paper's content. The assignment is worth 30% of the course grade and will be assessed based on criteria for content, organization, language use, and presentation delivery. Plagiarized assignments will receive score deductions.
This document provides instructions for an assignment on effective oral communication in English for students in an English communication course. It outlines:
1. The assignment requires students to write a paper with headings on oral communication theories and applying these to interpersonal, small group, and public speaking contexts. Students must then prepare a 10-12 slide PowerPoint presentation summarizing the paper.
2. The paper will be assessed on content and organization (12 marks) and language use (8 marks) for a total of 20 marks. The presentation will be assessed on the presenter's effectiveness (10 marks) for a total of 30 marks between the two assignments.
3. Guidance is provided on researching the topic from course modules
This document discusses prompt engineering for generative AI models. It defines key concepts like tokenization, prompt limits, and the anatomy of a prompt. Effective prompt engineering involves crafting instructions to guide models towards specific, high-quality outputs. Sample prompts are provided for tasks like customer service and mentorship. Tips for prompt engineering include being explicit, providing context, and experimenting through iteration. The document concludes by introducing ChatGPT Playground for practicing prompt design.
The document discusses how to write effective paragraphs in an essay. It states that each paragraph should focus on one main idea or topic and include a topic sentence near the beginning stating what the paragraph is about. All other sentences in the paragraph must relate to and develop the topic sentence. Paragraphs need unity around a single topic and coherence where ideas logically flow from one sentence to the next. They should be 100-200 words with 4-10 sentences to adequately develop the topic. Transition words are important to link ideas between and within paragraphs to guide the reader through changes in direction.
LLMs are artificial intelligence models that can generate human-like text based on patterns in training data. They are commonly used for language translation, chatbots, content creation, and summarization. LLMs consist of encoders, decoders and attention mechanisms. Popular LLMs include GPT-3, BERT, and XLNet. LLMs are trained using unsupervised learning on vast amounts of text data and then fine-tuned for specific tasks. They are evaluated based on metrics like accuracy, F1-score, and perplexity. ChatGPT is an example of an LLM that can answer questions, generate text, summarize text, and translate between languages.
GPT stands for Generative Pre-trained Transformer, the first generalized language model in NLP. Previously, language models were only designed for single tasks like text generation, summarization or classification.
The document discusses several techniques for improving the readability of academic writing. It covers topics such as subject-verb distance, topic-stress positioning, parallel structure, pronoun reference, word choice, cohesion, joining sentences, vagueness and ambiguity, and nominalization. The workshop aims to help writers identify and address common readability problems in their work in order to make their writing more clear, accessible, and effective for readers.
Communication Requirements for Online Discussion BoardsTina Burney
This document provides guidelines for communication in an online course. It outlines expectations for emails, discussions, and assignments. Emails and discussions must use proper grammar and spelling and begin with a greeting. For discussions, students must make an original post of 2-3 sentences that references the textbook and is cited in MLA format. They must also respond to at least two classmates' posts. The document emphasizes communication should demonstrate respect and maturity. Students are encouraged to contact the professor with any questions.
Writing good C# code for good cloud applications - Draft Oct 20, 2014Marco Parenzan
This document provides an overview of best practices for writing good C# code for cloud applications. It discusses the importance of modeling domains and responsibilities through classes and interfaces. It also emphasizes using a ubiquitous language centered around the domain model that is understood by both technical and non-technical stakeholders. Context boundaries should be explicitly defined to avoid confusion between different but related models.
An interpreter is a medium that changes unrecognized information into a recognizable form. The interpreter pattern describes how to define a grammar for a simple language and represent sentences in that language to interpret them. It uses classes to represent each grammar rule and creates an abstract syntax tree to represent expressions. While it makes programming and problem solving easier, complex grammars can be difficult to maintain with this pattern.
This document provides a suggested template for a welcome video script with brief descriptions of the types of information to include in each section: introducing yourself, introducing the course or research, outlining the skills or outcomes, informing how to contact you and response time, encouraging communication and collaboration, and closing positively. The goal is to introduce key details about yourself, the course or research, and how to engage in a conversational style limited to 1-2 short sentences per section.
Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.
Katsande SM Lesson8_Using Feedback and Sentence Variety in.pptxKatsandeSimangeleMil
The document provides guidance on using sentence variety and feedback in academic writing. It discusses the importance of feedback for development and improvement. The document then covers techniques for incorporating sentence variety, such as starting sentences with adverbs or prepositional phrases to avoid repetitive subject-verb structures. It uses examples from a student essay and provides tasks for rewriting sentences to practice these techniques. The overall aim is to help writers engage readers through varied rhythms, structures and emphasis in their sentences and paragraphs.
The document is a student paper discussing business communication trends at their workplace, Madison Kipp Company. It covers the roles of focusing on customer needs and teamwork, trends of rapid change and operating different machines, and message types of learning new skills. In conclusion, the author expresses that business communication is important everywhere and taking on roles and adapting to trends can help one advance their career.
The document summarizes a presentation about using templates to teach paragraph structure. The presentation aims to provide teachers with tools and strategies for incorporating more writing practice into their classes. It discusses templates that outline the basic components of a paragraph, such as a topic sentence, examples, explanations, and a concluding sentence. The presentation also addresses challenges of grading and fitting writing assignments into an already full schedule, and provides resources for additional paragraph teaching techniques.
This document discusses different writing styles including plain, persuasive, and grand styles. It provides examples of how to construct paragraphs using topic sentences, detail sentences, transition sentences, and concluding sentences. The document also discusses aligning sentence subjects, using the given/new method, and when it is appropriate to use passive voice. It describes how to balance plain and persuasive styles in writing. Elements of persuasive style discussed include elevating the tone, using similes/analogies, and changing the reading pace.
This document discusses different writing styles including plain, persuasive, and grand styles. It provides information on how to construct paragraphs using topic sentences, detail sentences, transition sentences, and concluding sentences. The document also discusses aligning sentence subjects, using the given/new method, and when it is appropriate to use passive voice. It describes how to balance plain and persuasive styles in writing. Elements of persuasive style discussed include elevating the tone, using similes/analogies, and changing the reading pace.
This document contains feedback on a student's writing for the C1 Advanced exam. It includes marks and comments in four criteria: content, communicative achievement, organisation, and language. Overall the student scored 11/15, just below the pass mark. The examiner provides suggestions for improvement, such as linking opinions to the task rubric more clearly, using more complex ideas and vocabulary, improving use of linking words and cohesive devices, and checking for mistakes to avoid errors in simple grammar. The examiner encourages the student to practice grammar, vocabulary, and essay structures using resources on the online platform to help express more complex ideas and raise their language accuracy and organization.
This document provides guidance on writing an informative essay. It discusses the key components of an informative essay, including the introduction, body, and conclusion. The introduction should contain a clear thesis statement that previews the main points. The body should explain and support the thesis with evidence from credible sources. It should answer the essential questions of who, what, where, when, why and sometimes how. Transitional words and a formal tone are important to provide clarity and flow. The conclusion restates the thesis and summarizes the main ideas covered in the body. Overall, the document offers tips on structuring an effective informative essay through defining the important sections and their content.
The last component in TOEFL iBT is the Writing section. It measures you ability to write in standard academic English. There are two tasks in TOEFL iBT Writing section – Independent Writing task and Integrated Writing task. Within the Independent Writing task students are asked to write an essay on a given general question. Within the Integrated Writing task the students are asked to demonstrate that they have understood material coming from different sources (reading and listening), that they can combine the information from those sources in a coherent, well organized, summarized written form, and that they may compare the information from those sources and draw conclusions from them. http://i-courses.org
The document discusses strategies for writing the supporting paragraphs in the TOEFL Integrated Writing task. It recommends organizing the supporting paragraphs by each parallel point between the reading passage and lecture, rather than summarizing each source separately. This allows for directly comparing the supporting points using phrases like "whereas", "although", and "on the other hand". It also suggests memorizing a template using discourse connectors and verbs of comparison to smoothly introduce each point of analysis in a clear and simple way.
This document summarizes an English as a Medium of Instruction course that focuses on improving communication skills for participants from all subject areas. The 8-module course covers useful language for lectures, seminars, small groups, tutorials, online communication, feedback, and professional roles. Sample lecture language is provided for introductions, which include greeting students, stating the topic and objectives, relating content to prior experience, and assigning tasks. Lecture conclusions suggest summarizing key points, reflecting on learning, looking ahead to future topics, and assigning homework.
This document contains feedback from a teacher on a student's performance on the Writing Part 2 section of the Cambridge C1 Advanced exam. The teacher provides marks and comments for each criteria: Content, Communicative Achievement, Organisation, and Language. The total score is 11, just below the pass mark. The overall comment advises the student to work on language accuracy and organization, which will help express more complex ideas and improve communicative achievement. The teacher offers additional resources and practice activities through an online platform to help the student follow up on the feedback.
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
This document discusses language models and their use in natural language processing (NLP) tasks. It begins by explaining what language models are and how they work, analyzing patterns in language to predict future words. It then provides examples of how language models are used for tasks like speech recognition, machine translation, sentiment analysis, and text suggestions. The document also discusses challenges in modeling natural language compared to formal languages, and describes different types of statistical and neural network language models.
The I in PRIMM - Code Comprehension and QuestioningSue Sentance
Slides from a talk given at the CAS London conference on 29th February 2020. Discusses the teaching of computer programming using PRIMM and in particular, the Investigate stage. Looks at the Block Model and how we can explore students' understanding by asking a range of different questions.
The template method pattern defines a skeleton of an algorithm in an operation, deferring some steps to subclasses. It avoids code duplication by implementing variations of an algorithm in subclasses. Some examples of template patterns include chain of responsibility, command, interpreter, and iterator. The template method pattern defines a template operation that contains abstract and concrete methods. Subclasses implement the abstract methods while calling the concrete methods defined in the superclass. This allows common behavior to be defined while allowing subclasses to provide specific steps.
Communication Requirements for Online Discussion BoardsTina Burney
This document provides guidelines for communication in an online course. It outlines expectations for emails, discussions, and assignments. Emails and discussions must use proper grammar and spelling and begin with a greeting. For discussions, students must make an original post of 2-3 sentences that references the textbook and is cited in MLA format. They must also respond to at least two classmates' posts. The document emphasizes communication should demonstrate respect and maturity. Students are encouraged to contact the professor with any questions.
Writing good C# code for good cloud applications - Draft Oct 20, 2014Marco Parenzan
This document provides an overview of best practices for writing good C# code for cloud applications. It discusses the importance of modeling domains and responsibilities through classes and interfaces. It also emphasizes using a ubiquitous language centered around the domain model that is understood by both technical and non-technical stakeholders. Context boundaries should be explicitly defined to avoid confusion between different but related models.
An interpreter is a medium that changes unrecognized information into a recognizable form. The interpreter pattern describes how to define a grammar for a simple language and represent sentences in that language to interpret them. It uses classes to represent each grammar rule and creates an abstract syntax tree to represent expressions. While it makes programming and problem solving easier, complex grammars can be difficult to maintain with this pattern.
This document provides a suggested template for a welcome video script with brief descriptions of the types of information to include in each section: introducing yourself, introducing the course or research, outlining the skills or outcomes, informing how to contact you and response time, encouraging communication and collaboration, and closing positively. The goal is to introduce key details about yourself, the course or research, and how to engage in a conversational style limited to 1-2 short sentences per section.
Module Planning in adult ESL can take various forms. This presentation outlines an approach for thematic, task-focused module plans aligned to the Canadian Language Benchmarks.
Katsande SM Lesson8_Using Feedback and Sentence Variety in.pptxKatsandeSimangeleMil
The document provides guidance on using sentence variety and feedback in academic writing. It discusses the importance of feedback for development and improvement. The document then covers techniques for incorporating sentence variety, such as starting sentences with adverbs or prepositional phrases to avoid repetitive subject-verb structures. It uses examples from a student essay and provides tasks for rewriting sentences to practice these techniques. The overall aim is to help writers engage readers through varied rhythms, structures and emphasis in their sentences and paragraphs.
The document is a student paper discussing business communication trends at their workplace, Madison Kipp Company. It covers the roles of focusing on customer needs and teamwork, trends of rapid change and operating different machines, and message types of learning new skills. In conclusion, the author expresses that business communication is important everywhere and taking on roles and adapting to trends can help one advance their career.
The document summarizes a presentation about using templates to teach paragraph structure. The presentation aims to provide teachers with tools and strategies for incorporating more writing practice into their classes. It discusses templates that outline the basic components of a paragraph, such as a topic sentence, examples, explanations, and a concluding sentence. The presentation also addresses challenges of grading and fitting writing assignments into an already full schedule, and provides resources for additional paragraph teaching techniques.
This document discusses different writing styles including plain, persuasive, and grand styles. It provides examples of how to construct paragraphs using topic sentences, detail sentences, transition sentences, and concluding sentences. The document also discusses aligning sentence subjects, using the given/new method, and when it is appropriate to use passive voice. It describes how to balance plain and persuasive styles in writing. Elements of persuasive style discussed include elevating the tone, using similes/analogies, and changing the reading pace.
This document discusses different writing styles including plain, persuasive, and grand styles. It provides information on how to construct paragraphs using topic sentences, detail sentences, transition sentences, and concluding sentences. The document also discusses aligning sentence subjects, using the given/new method, and when it is appropriate to use passive voice. It describes how to balance plain and persuasive styles in writing. Elements of persuasive style discussed include elevating the tone, using similes/analogies, and changing the reading pace.
This document contains feedback on a student's writing for the C1 Advanced exam. It includes marks and comments in four criteria: content, communicative achievement, organisation, and language. Overall the student scored 11/15, just below the pass mark. The examiner provides suggestions for improvement, such as linking opinions to the task rubric more clearly, using more complex ideas and vocabulary, improving use of linking words and cohesive devices, and checking for mistakes to avoid errors in simple grammar. The examiner encourages the student to practice grammar, vocabulary, and essay structures using resources on the online platform to help express more complex ideas and raise their language accuracy and organization.
This document provides guidance on writing an informative essay. It discusses the key components of an informative essay, including the introduction, body, and conclusion. The introduction should contain a clear thesis statement that previews the main points. The body should explain and support the thesis with evidence from credible sources. It should answer the essential questions of who, what, where, when, why and sometimes how. Transitional words and a formal tone are important to provide clarity and flow. The conclusion restates the thesis and summarizes the main ideas covered in the body. Overall, the document offers tips on structuring an effective informative essay through defining the important sections and their content.
The last component in TOEFL iBT is the Writing section. It measures you ability to write in standard academic English. There are two tasks in TOEFL iBT Writing section – Independent Writing task and Integrated Writing task. Within the Independent Writing task students are asked to write an essay on a given general question. Within the Integrated Writing task the students are asked to demonstrate that they have understood material coming from different sources (reading and listening), that they can combine the information from those sources in a coherent, well organized, summarized written form, and that they may compare the information from those sources and draw conclusions from them. http://i-courses.org
The document discusses strategies for writing the supporting paragraphs in the TOEFL Integrated Writing task. It recommends organizing the supporting paragraphs by each parallel point between the reading passage and lecture, rather than summarizing each source separately. This allows for directly comparing the supporting points using phrases like "whereas", "although", and "on the other hand". It also suggests memorizing a template using discourse connectors and verbs of comparison to smoothly introduce each point of analysis in a clear and simple way.
This document summarizes an English as a Medium of Instruction course that focuses on improving communication skills for participants from all subject areas. The 8-module course covers useful language for lectures, seminars, small groups, tutorials, online communication, feedback, and professional roles. Sample lecture language is provided for introductions, which include greeting students, stating the topic and objectives, relating content to prior experience, and assigning tasks. Lecture conclusions suggest summarizing key points, reflecting on learning, looking ahead to future topics, and assigning homework.
This document contains feedback from a teacher on a student's performance on the Writing Part 2 section of the Cambridge C1 Advanced exam. The teacher provides marks and comments for each criteria: Content, Communicative Achievement, Organisation, and Language. The total score is 11, just below the pass mark. The overall comment advises the student to work on language accuracy and organization, which will help express more complex ideas and improve communicative achievement. The teacher offers additional resources and practice activities through an online platform to help the student follow up on the feedback.
This document provides an overview and guide for using Computer Applications Technology (CAT) teaching resources from Mindset Learn. It includes interactive lessons, video lessons, and online tutorials (How To's) covering topics like word processing, spreadsheets, presentations, web design, databases, systems technologies, information management, network technologies, and internet technologies. Teachers can use the resources in their lessons by having students work through interactive lessons individually or in groups, introducing lessons with relevant video lessons, having students review sections with video lessons, and using the How To's as references for students to look up quick questions. An example is provided of how a teacher would use the resources available for a section on presentations.
This document discusses language models and their use in natural language processing (NLP) tasks. It begins by explaining what language models are and how they work, analyzing patterns in language to predict future words. It then provides examples of how language models are used for tasks like speech recognition, machine translation, sentiment analysis, and text suggestions. The document also discusses challenges in modeling natural language compared to formal languages, and describes different types of statistical and neural network language models.
The I in PRIMM - Code Comprehension and QuestioningSue Sentance
Slides from a talk given at the CAS London conference on 29th February 2020. Discusses the teaching of computer programming using PRIMM and in particular, the Investigate stage. Looks at the Block Model and how we can explore students' understanding by asking a range of different questions.
The template method pattern defines a skeleton of an algorithm in an operation, deferring some steps to subclasses. It avoids code duplication by implementing variations of an algorithm in subclasses. Some examples of template patterns include chain of responsibility, command, interpreter, and iterator. The template method pattern defines a template operation that contains abstract and concrete methods. Subclasses implement the abstract methods while calling the concrete methods defined in the superclass. This allows common behavior to be defined while allowing subclasses to provide specific steps.
Similaire à Learn the difference between a LLM model and its variants (20)
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2. Base model
- Trained on a diverse range of
texts, making minimal
assumptions about the structure
of the text it completes.
- Lacks specific context or
task-related biases.
- When using a base model, you
can input any text prompt, and it
will generate a continuation
based on its general language
understanding.
- Versatile but don’t specialize in
any particular task.
3. Instruct Variant
- Fine-tuned on
instruction-response pairs
during training.
- Designed to follow specific
instructions and generate
responses that adhere to those
instructions.
- For example, if you give an
instruct model an instruction
like “Write a recipe for chocolate
cake,” it will generate a response
that aligns with the given
instruction.
- Useful for tasks where precise
adherence to instructions
matters.
4. - Derived from base models by
training them on transcripts of
dialogues.
- Assume that the input text is part
of a conversation.
- Can use chat models for
interactive back-and-forth
conversations.
- For instance, you can provide
one side of a dialogue, and the
chat model will complete the
other side.
Chat Variant
5. - While these labels (base, chat,
instruct) help describe the
model’s intended use, they are
not strict boundaries.
- You can instruct chat models and
chat with instruct models.
- In practice, you can often switch
between them based on your
specific needs.
- Actual capabilities of a model
depend on how it was fine-tuned
and the data it was exposed to!
Notes