Education & Students

Exact prompt

Create an active study plan that prioritizes retrieval, practice, feedback, and spaced review instead of passive rereading.

Learning objectives and assessment format:
{{learning_objectives}}

Current evidence of understanding:
{{current_evidence}}

Time, dates, and constraints:
{{schedule_constraints}}

Instructions:
1. Break each objective into knowledge, procedure, interpretation, and application where relevant.
2. Use my current evidence to identify strong, fragile, and untested areas; do not infer mastery from familiarity.
3. Allocate short sessions across the available dates with retrieval practice, worked examples, independent problems, error review, and later rechecking.
4. Interleave related topics when it improves discrimination, while keeping prerequisites in a sensible order.
5. Define a concrete output and self-check for every session.
6. Include buffer time, rest, accessibility needs, and a recovery plan if a session is missed.
7. Suggest when to ask an educator, tutor, or peer for feedback rather than guessing.

Return a dated plan, session templates, progress checks, and adjustment rules. Do not claim a grade outcome or replace official course requirements.

Replace before use

Learning objectives{{learning_objectives}}

Official objectives, topics, assessment format, allowed materials, and due dates.

Current evidence{{current_evidence}}

Practice results, errors, confidence notes, teacher feedback, and topics not yet attempted.

Schedule and constraints{{schedule_constraints}}

Available dates, session length, other commitments, access needs, resources, and rest boundaries.

Exact prompt

Help diagnose my misunderstanding from my own explanation and attempts. Guide me to reason through it rather than simply completing assessed work.

Concept and course level:
{{concept_context}}

My explanation and attempts:
{{learner_work}}

Reference material or expected method:
{{reference_material}}

Instructions:
1. Restate what my work appears to assume and identify parts that are sound.
2. Locate the earliest step where the reasoning, definition, representation, or procedure diverges from the reference.
3. Ask up to three diagnostic questions that distinguish likely misconceptions.
4. Explain the key idea using one precise analogy and one non-analogy, noting where the analogy stops working.
5. Work through a different example with visible reasoning, then give me a similar problem to attempt independently.
6. Provide hints in increasing levels rather than revealing the complete answer immediately.
7. End with a retrieval question and a transfer question that test whether the misconception changed.

Return the diagnosis as a hypothesis, targeted explanation, guided example, practice sequence, and answer-check criteria. Say when the supplied reference is insufficient or contradictory.

Replace before use

Concept and course level{{concept_context}}

The topic, level, learning objective, notation, and relevant prerequisite knowledge.

Learner work{{learner_work}}

Your explanation, attempted solution, uncertainty, and where you became stuck.

Reference material{{reference_material}}

Course definitions, examples, feedback, or expected method that may be used for checking.

Exact prompt

Give feedback on my draft against the supplied rubric without rewriting the submission for me.

Assignment instructions and permitted assistance:
{{assignment_rules}}

Rubric or criteria:
{{rubric}}

My draft:
{{draft}}

Instructions:
1. Summarize the task in terms of the evidence each criterion asks the student to demonstrate.
2. For each criterion, point to specific passages in my draft and classify the evidence as clear, partial, missing, or outside scope.
3. Identify the three highest-impact revision decisions and explain why they matter.
4. Ask questions that help me develop reasoning, select evidence, improve structure, or clarify meaning.
5. Give brief illustrative sentence patterns only when allowed, using unrelated placeholder content rather than writing my answer.
6. Flag unsupported claims, weak attribution, unclear paraphrase, or citation details that I need to verify.
7. Check the assistance rules and refuse any step that would produce prohibited assessed content.

Return a criterion-by-criterion feedback table, revision questions, a self-edit sequence, and a compliance reminder. Do not predict a grade, invent sources, or provide a submission-ready replacement.

Replace before use

Assignment rules{{assignment_rules}}

The task instructions, course policy, allowed assistance, format, and submission requirements.

Rubric{{rubric}}

The exact criteria and performance descriptions supplied by the educator.

Student draft{{draft}}

Your own current work, with personal and protected information removed where needed.

Exact prompt

Create a research workflow for the question below. Help me evaluate and synthesize sources without inventing findings or citations.

Research question and scope:
{{research_question}}

Assignment or project requirements:
{{project_requirements}}

Starting sources and access limits:
{{starting_context}}

Instructions:
1. Refine the question into subquestions while preserving the assigned scope and identifying key terms that need definition.
2. Propose search concepts, synonyms, inclusion criteria, exclusion criteria, and a stopping rule appropriate to the project level.
3. Identify useful source types for background, primary evidence, methods, counterarguments, and current context.
4. Create an evaluation checklist for authority, method, evidence, relevance, recency, incentives, and limitations.
5. Design a note template that separates quotations, paraphrases, observations, interpretation, and complete citation details.
6. Show how to synthesize agreement, disagreement, gaps, and differences in population or method without counting sources as votes.
7. Add checkpoints for educator feedback, citation-format verification, and academic-integrity compliance.

Return the refined question, search plan, source criteria, note template, synthesis matrix, and milestone schedule. Never fabricate a source or imply access to material that was not supplied.

Replace before use

Research question and scope{{research_question}}

The current question, subject, population, time period, jurisdiction, and known boundaries.

Project requirements{{project_requirements}}

Course or publication rules, expected source types, length, citation style, due dates, and permitted assistance.

Starting sources and access limits{{starting_context}}

Known sources, databases, library access, language, time, and accessibility constraints.