Advances in 3D Generation: A Survey

Generating 3D models lies at the core of computer graphics and has been the focus of decades of research. With the emergence of advanced neural representations and generative models, the field of 3D content generation is developing rapidly, enabling the creation of increasingly high-quality and diverse 3D models. The rapid growth of this field makes it difficult to stay abreast of all recent developments. In this survey, we aim to introduce the fundamental methodologies of 3D generation methods and establish a structured roadmap, encompassing 3D representation, generation methods, datasets, and corresponding applications. Specifically, we introduce the 3D representations that serve as the backbone for 3D generation. Furthermore, we provide a comprehensive overview of the rapidly growing literature on generation methods, categorized by the type of algorithmic paradigms, including feedforward generation, optimization-based generation, procedural generation, and generative novel view synthesis. Lastly, we discuss available datasets, applications, and open challenges. We hope this survey will help readers explore this exciting topic and foster further advancements in the field of 3D content generation.Comment: 33 pages, 12 figure

Metadiscourse repertoire of L1 Mandarin undergraduates writing in English : a cross-contextual, cross-disciplinary study

This article presents a qualitative, comparative study of metadiscourse in the academic writing of two groups of undergraduate students working in two different disciplines. The groups of students were: 1) Native speakers of Mandarin studying in China through the medium of English; 2) Native speakers of Mandarin studying in the UK through the medium of English. For each group of students, we examined writing undertaken in two undergraduate disciplinary courses: Literary Criticism and Translation Studies. Our aim was to extend research into English writing by L1 Mandarin speakers, and to identify patterns of difference and similarity both between educational contexts and between disciplines. Results suggest that patterns of metadiscourse use in our corpus are associated with both disciplinary and contextual factors, but that contextual factors may have a stronger effect than disciplinary factors. For our data, local institutional culture seems to have a noticeable influence on student writers' use of metadiscourse