AI Prompts for Students

Create a small interactive learning demo about {{concept}} for {{audience}}. Start by stating one relationship, its assumptions and units. Ask if the relationship cannot be established from reliable supplied context. Propose one variable the learner can change and one outcome they can observe. Return a self-contained HTML file with no remote scripts, accounts or tracking. Separate calculation from display and animation. Include keyboard-operable controls, pause/reset where relevant and reduced-motion support. Show the underlying rule and two known expected values beside the controls. Give a prediction question before revealing the explanation. Report what you actually executed or checked; do not claim testing if you only wrote code.

Stress-test my working thesis. Do not write, rewrite, improve or reword it, and do not offer a replacement or an example thesis. Your job is to test it and ask me questions.
Assignment question: {{assignment_question}}. My working thesis: {{working_thesis}}. Length and level of the assignment: {{length_and_level}}.
If the assignment question is missing or my thesis is longer than two sentences, ask me before testing. Give each test a verdict of passes, unclear or needs work, quoting the exact words of my thesis behind it. Tests: 1) Answers the question asked. 2) Arguable: could a reasonable person disagree? 3) Specific: name any vague words. 4) Scope: can it be supported within my length and level (say if this is a guess). 5) So what: does it show why it matters? 6) How and why: what would a reader ask next?
Then give up to five questions for me to answer in my own words. Mark any verdict that is a judgement call. I will follow my school's rules on AI help.

Turn my teacher's feedback on graded work into a mistake log. Subject and task: {{subject_and_task}}. Feedback and any marks, copied exactly: {{teacher_feedback}}. What I already think went wrong, if anything: {{my_own_view}}.
Use only the feedback text. Do not guess the teacher's reasons. If something is not explained, label it "unclear" and give me a question to ask my teacher. Do not redo or rewrite my work.
Step 1: list each separate mistake or comment, quoting the feedback. Step 2: sort them into categories drawn from the feedback itself (for example concept misunderstood, method applied wrongly, question misread, evidence missing, structure, careless slip, unclear), and say why each item fits. Step 3: return a table [category, quoted items, count, one fix]. Each fix is one small action I can do and check, such as redoing one question from memory a week later. Step 4: name the most frequent category, and say if there are too few items to call it a pattern.
Remind me that feedback can be incomplete, and that my teacher's explanation comes first.

Help me decide what to read first. My question or assignment: {{research_question}}. Time I have for reading: {{time_available}}. Items my teacher marked required: {{required_items}}. Abstracts, each labelled with a number or a title I gave: {{abstracts}}.
Judge only from the abstract text. Do not guess what is in the full papers, do not invent authors, years or citations, and do not judge quality by journal name or fame. If an abstract is missing or too vague, say so.
Return a table ranked from read first to read last: Rank | Item | Action (read in full, skim or hold) | Reason, with a short quote from the abstract | What the abstract does not tell me | Confidence (high, medium or low). Required items stay at the top, even if they seem a weaker match. Then give a reading order that fits my time and two questions to keep in mind while reading. End with one sentence reminding me that an abstract is a summary, so I should skim the full text before I decide to cite or skip an item.

Be the quiz master for our study group, using only the notes I have pasted or attached. Topic and level: {{topic_and_level}}. Question style: {{question_style}}. Number of questions: {{question_count}}.
Rules: Ask exactly one question per message, then stop. Do not show the answer, a hint or the next question until we type "answer", "hint" or "next". Every question must be answerable from the notes. If the notes are too thin, say so and ask fewer questions.
When we type "answer", give the answer, quote the supporting line from the notes, and say if the notes only partly support it. When we give our own answer, say what matches the notes and what is missing or different, quoting the line, before moving on. Do not mark an answer wrong for wording alone. Say when it is a different valid way to put it.
Keep a running list of questions we missed or skipped. After the last question, show a table [question, what we said, what the notes say, revisit: yes or no] and name which note lines to review first. Add no outside facts.

Explain this formula to me: {{formula}}. My course and level: {{course_level}}. Numbers for the worked example, or "choose simple ones": {{example_numbers}}.
Use only what you are confident is standard. If the formula name or its symbols are ambiguous, ask me before explaining. Where you are not sure, write "check your textbook" instead of guessing.
Use these headings. 1) What it means in words: define every symbol, with units. 2) Where it comes from: a short plain account of the idea or derivation at my level. If there are several routes, say you are giving one common route. 3) When it works and when it fails: the assumptions, plus one case where it gives a wrong or meaningless result. 4) One worked example: the substitution, then each arithmetic step on its own line, then the answer with units, then a rough estimate as a sanity check. 5) Two practice questions for me, with no answers.
Do not skip arithmetic steps. I will check the derivation against my course notes.

Read the paper I have pasted or attached and build a claims, evidence and limits table. My reason for reading it: {{reading_purpose}}. My background level: {{background_level}}.
Use only the paper's text and no outside knowledge about the study or the authors. If only part of the paper is present, such as the abstract, say so and limit the table to what is there.
Return a table of 5 to 8 rows for the main claims. Columns: Claim (the authors' words, quoted briefly) | Where it appears (section or page) | Evidence offered (the data, sample or method named in the paper) | Limits the authors state (quoted, or "not stated") | One thing I should check in the paper.
Then add a short list called "Where the wording may go beyond the evidence" that points to specific sentences. Label these as prompts for my own reading, not verdicts. Explain technical terms in plain language for my level. Do not invent numbers, citations or findings, and do not call the paper proven or flawed.

Compare my essay outline with my marking criteria and list the gaps. Do not write any part of the essay: no sentences, topic sentences, paragraphs, thesis wording, examples or sources.
Essay question: {{essay_question}}. My outline: {{my_outline}}. Marking criteria exactly as my teacher gave them: {{marking_criteria}}.
Treat the criteria text as the only standard. Do not add requirements from general essay advice. If something is missing or unclear, such as mark weightings or word count, ask me first.
Return a table: Criterion (quoted) | Where my outline addresses it (quote my outline's words) | Status (covered, thin, missing or unclear) | One question I should answer to close the gap. Then list any parts of my outline that no criterion rewards. Then name the three gaps most likely to matter, and say you are unsure if weightings were not supplied. Never tell me what to argue. Mark each judgement call as a guess. I will follow my school's rules on AI help.

Help me understand what this exam question is asking. Do not answer it, give a model answer or list the content points that would earn marks.
Question: {{question_text}}. Marks and paper details: {{marks_and_paper}}. My exam board's command-word definitions, or "none": {{board_glossary}}.
Use this format. 1) Command word: quote it, then give its meaning from the definitions I pasted. If I pasted none, give a general meaning and label it "general, not the board's own". 2) Marks: what the mark count may suggest about how many separate points or how much development is expected, stated as a guess about typical practice and not a rule. 3) Scope: the topic, the limits (time period, place, text, data) and any words that narrow the question. 4) Easy misreadings: two ways a student could end up answering a different question. 5) Three questions for me to answer in my own words that check I know what to write about.
If the question looks incomplete or refers to a source I have not pasted, ask for it first. I will check my board's mark scheme and my teacher's guidance.

Make flashcards from my own lecture notes, which I have pasted or attached. Subject and level: {{subject_and_level}}. Number of cards wanted: {{card_count}}.
Use only the notes. Do not add facts, definitions, dates or formulas from outside them. If the notes are unclear, contradictory or too thin for the number I asked for, tell me and make fewer cards instead of filling gaps.
Return a table with these columns: Card number | Front (a question that needs recall, not a yes or no) | Back (a short answer in my notes' own terms) | Source line (the exact words copied from my notes inside quotation marks) | Support (supported, partly supported or unclear). Skip anything you cannot back with a quoted line. Mix definition, "why" and "compare" cards where the notes allow.
After the table, list note lines you did not turn into cards, and any line that looks incomplete or possibly wrong. Point these out without correcting them from memory.

Act as a math tutor who uses a hint ladder. Problem: {{problem}}. My work so far: {{my_work}}. My course and level: {{course_level}}.
Rules: Do not give the final answer or a full solution until I write "show the solution". If the problem or my work is unclear, quote the unclear part and ask me before continuing. Give exactly one hint per reply, then stop and wait for my attempt.
Ladder: Hint 1 names the topic or rule that applies. Hint 2 points to where to start. Hint 3 shows the first step only. After each attempt I send, check my line against the line before it, say what holds, quote the first line that is unsupported, and move up one hint only if I am still stuck. Do not call a line correct without checking it.
Format each reply as: Hint N of 3, the hint, then "Your turn:" with one question.
When I ask for the solution, show each step with a one-line reason, then substitute the result back into the original problem. Say so if you are unsure about a step, and do not invent a rule. I will follow my teacher's rules on help with graded work.

Use the attached math problem and my working. If a symbol, line or diagram is unclear, quote the ambiguous part and ask me to clarify; do not silently guess. First transcribe the problem and number my steps. Check each step against the previous one, preserving units, domains and conditions. Identify the first incorrect or unsupported step rather than only giving a final answer. Explain the specific rule involved and give one small hint, then wait for me to try again. If all steps are valid, explain how to verify the result independently. After I request the full correction, show a concise worked solution and substitute the result back into the original problem. Distinguish an arithmetic slip from a conceptual misunderstanding. Do not infer a learning ability or diagnosis from one attempt.

Build a revision calendar from these inputs: {{exams}}. Available time and unavailable dates: {{availability}}. Weak topics and existing commitments: {{priorities}}.
First reconcile dates and ask about any missing exam date or ambiguous timezone/date format. Calculate total study minutes available before each exam and show the arithmetic. Allocate short topic sessions, spaced revisits, practice under exam conditions and at least one buffer period. Prioritize weak high-weight topics only when weighting is supplied; otherwise mark it unknown. Do not schedule more minutes than available, duplicate time slots or promise a grade. Return a dated table [session, topic, minutes, task, observable completion], a workload summary and a recovery rule for missed sessions. Leave time to review errors rather than only reread notes. If the workload is impossible, explain the shortfall and offer a smaller plan.

Using only the selected notebook sources or attached documents, audit coverage of this research question. Ask me for the question and the source titles if they are not provided. Return one row per source: title, relevant passage or citation, contribution, conflicts with other sources, and whether it supports the proposed answer. Distinguish not retrieved from irrelevant: do not claim to have inspected a source you cannot access. Identify sources absent from the initial answer, then request a focused follow-up on those sources. Finish with a brief synthesis that keeps disagreements visible and a list of original passages I should open to verify. Never invent quotations, page numbers or references. If source coverage cannot be established, state the limitation.

Turn my study notes into a focused active-recall session.
Notes: {{notes}}
Level: {{level}}
Learning goal: {{goal}}
Available minutes: {{minutes}}
Create a short topic map, six recall questions, two application problems and an answer key separated from the questions. Use only the notes for factual answers and flag gaps. Include one misconception check and a simple revisit plan. Encourage me to answer before revealing explanations; do not substitute passive rereading for retrieval practice. Do not promise a grade or pretend to assess an answer I have not supplied.