GeNRe: A French Gender-Neutral Rewriting System Using Collective Nouns

A significant portion of the textual data used in the field of Natural Language Processing (NLP) exhibits gender biases, particularly due to the use of masculine generics (masculine words that are supposed to refer to mixed groups of men and women), which can perpetuate and amplify stereotypes. Gender rewriting, an NLP task that involves automatically detecting and replacing gendered forms with neutral or opposite forms (e.g., from masculine to feminine), can be employed to mitigate these biases. While such systems have been developed in a number of languages (English, Arabic, Portuguese, German, French), automatic use of gender neutralization techniques (as opposed to inclusive or gender-switching techniques) has only been studied for English. This paper presents GeNRe, the very first French gender-neutral rewriting system using collective nouns, which are gender-fixed in French. We introduce a rule-based system (RBS) tailored for the French language alongside two fine-tuned language models trained on data generated by our RBS. We also explore the use of instruct-based models to enhance the performance of our other systems and find that Claude 3 Opus combined with our dictionary achieves results close to our RBS. Through this contribution, we hope to promote the advancement of gender bias mitigation techniques in NLP for French.

Chain-of-MetaWriting: Linguistic and Textual Analysis of How Small Language Models Write Young Students Texts

Large Language Models (LLMs) have been used to generate texts in response to different writing tasks: reports, essays, story telling. However, language models do not have a meta-representation of the text writing process, nor inherent communication learning needs, comparable to those of young human students. This paper introduces a fine-grained linguistic and textual analysis of multilingual Small Language Models' (SLMs) writing. With our method, Chain-of-MetaWriting, SLMs can imitate some steps of the human writing process, such as planning and evaluation. We mainly focused on short story and essay writing tasks in French for schoolchildren and undergraduate students respectively. Our results show that SLMs encounter difficulties in assisting young students on sensitive topics such as violence in the schoolyard, and they sometimes use words too complex for the target audience. In particular, the output is quite different from the human produced texts in term of text cohesion and coherence regarding temporal connectors, topic progression, reference.