There has been a growing body of work focusing on the in-context learning (ICL) abilities of large language models (LLMs). However, it is an open question how effective ICL can be. This paper presents Tutor-ICL, a simple prompting method for classification tasks inspired by how effective instructors might engage their students in learning a task. Specifically, we propose presenting exemplar answers in a *comparative format* rather than the traditional single-answer format. We also show that including the test instance before the exemplars can improve performance, making it easier for LLMs to focus on relevant exemplars. Lastly, we include a summarization step before attempting the test, following a common human practice. Experiments on various classification tasks, conducted across both decoder-only LLMs (Llama 2, 3) and encoder-decoder LLMs (Flan-T5-XL, XXL), show that Tutor-ICL consistently boosts performance, achieving up to a 13.76% increase in accuracy.

We present a simple, but effective method to incorporate syntactic dependency information directly into transformer-based language models (e.g. RoBERTa) for tasks such as Aspect-Based Sentiment Classification (ABSC), where the desired output depends on specific input tokens. In contrast to prior approaches to ABSC that capture syntax by combining language models with graph neural networks over dependency trees, our model, Syntax-Integrated RoBERTa for ABSC (SIR-ABSC) incorporates syntax directly into the language model by using a novel aggregator token. Yet, SIR-ABSC outperforms these more complex models, yielding new state-of-the-art results on ABSC.