AI Prompts for Students

Help me with English language learning. Task: Create a grammar practice set from my repeated writing errors. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with English language learning. Task: Explain confusing prepositions using context-specific contrast pairs. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with English language learning. Task: Create clarification and repair turns for a learner who misses spoken information. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]; [listening scenario and the information the learner missed]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with English language learning. Task: Compare formal and informal versions of my own message. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with English language learning. Task: Create a pronunciation practice list from my difficult word pairs. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with English language learning. Task: Explain tense choices within a supplied paragraph's timeline. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with English language learning. Task: Build a vocabulary exercise using collocations rather than isolated words. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with English language learning. Task: Review my paragraph for clear pronoun references. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with English language learning. Task: Create listening questions from a supplied transcript. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with English language learning. Task: Design a short daily speaking routine with self-review criteria. My inputs: [learner level]; [my writing sample]; [target situation]; [preferred English variety]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with argument and essay reasoning. Task: Create an argument map linking claims reasons and evidence. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with argument and essay reasoning. Task: Strengthen a thesis by narrowing its scope and qualifiers. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with argument and essay reasoning. Task: Compare two counterarguments for whether they address my actual thesis. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]; [my thesis and the two proposed counterarguments]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with argument and essay reasoning. Task: Diagnose a logical fallacy without attacking the writer. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with argument and essay reasoning. Task: Compare two possible essay structures against the question. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with argument and essay reasoning. Task: Identify evidence that weakens my preferred interpretation. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with argument and essay reasoning. Task: Create topic-sentence practice that connects paragraphs to a thesis. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with argument and essay reasoning. Task: Separate descriptive statements from evaluative judgments in my outline. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with argument and essay reasoning. Task: Design an evidence-balance checklist for a persuasive essay. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with argument and essay reasoning. Task: Check whether my conclusion follows from the stated premises. My inputs: [essay question]; [my position]; [evidence notes]; [rubric]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with school science lab reporting. Task: Separate raw observations calculations and interpretations in lab notes. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with school science lab reporting. Task: Build a results table with units precision and missing-data flags. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with school science lab reporting. Task: Draft a methods outline that accurately reflects completed work. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with school science lab reporting. Task: Explain random and systematic error using this experiment's evidence. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with school science lab reporting. Task: Compare the measured trend with the stated hypothesis. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with school science lab reporting. Task: Create a graph-selection checklist based on variable types. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with school science lab reporting. Task: Audit a lab conclusion for claims beyond the collected data. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with school science lab reporting. Task: Design a repeatability checklist for a classroom experiment. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with school science lab reporting. Task: Explain significant figures in one provided calculation chain. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with school science lab reporting. Task: Create a discussion outline acknowledging limitations and improvements. My inputs: [experiment instructions]; [my observations and data]; [rubric]; [safety rules]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with study-group coordination. Task: Build a study-group agenda with rotating explanation roles. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.

Help me with study-group coordination. Task: Create peer-questioning rules that reveal gaps without embarrassment. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with study-group coordination. Task: Plan a jigsaw activity where members teach different concepts. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with study-group coordination. Task: Design a shared error log with correction ownership. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with study-group coordination. Task: Create a meeting recap template linking actions to review dates. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with study-group coordination. Task: Compare group study tasks with tasks better done independently. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with study-group coordination. Task: Draft a respectful message addressing unequal participation. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with study-group coordination. Task: Build a quiz exchange process that checks answer-key quality. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with study-group coordination. Task: Design a disagreement protocol grounded in course sources. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with study-group coordination. Task: Plan a final review session with time limits and learning checks. My inputs: [group size]; [learning goals]; [availability]; [shared materials]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with student presentations. Task: Check whether a slide sequence answers the audience's question in a coherent order. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]; [current slide sequence and the audience's central question]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. State the assumptions that most affect the result and describe what would change if an assumption is false.

Help me with student presentations. Task: Audit speaker notes for statements unsupported by their slide evidence. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]; [speaker notes and the evidence actually shown on each slide]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. End with three targeted review questions and explicit pass criteria; avoid presenting guesses as established facts.

Help me with student presentations. Task: Plan a demonstration with an accessible backup explanation. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include a brief counterexample or edge case that tests the limits of your explanation. Trace factual claims to provided material.

Help me with student presentations. Task: Generate audience questions tied to weak points in my argument. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Distinguish what can be checked from the supplied information from what needs further evidence; list the smallest useful follow-up inputs.

Help me with student presentations. Task: Reduce a long outline to a strict five-minute talk. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Review the output for unsupported claims, omitted exceptions and unrealistic steps. Explain the corrections you made.

Help me with student presentations. Task: Design a rehearsal checklist for pacing transitions and timing. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Provide a self-check section with expected outcomes and warning signs that the proposed approach is inappropriate.

Help me with student presentations. Task: Compare a chart and table for one supplied dataset. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Finish with a checklist that tests whether the deliverable meets the stated goal. Identify missing inputs and do not invent them.

Help me with student presentations. Task: Create an opening that frames the question without exaggerated claims. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Show how each recommendation follows from the supplied evidence. Flag contradictions, uncertain facts and anything requiring a current official source.

Help me with student presentations. Task: Draft a group-speaking handover script with clear responsibilities. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Verify units, dates, constraints and internal consistency where relevant. Include one independent way I can check the result.

Help me with student presentations. Task: Review slides for readability and source attribution gaps. My inputs: [topic]; [audience]; [time limit]; [rubric]; [my outline]. Adapt the task to [desired detail level and output length]. Produce the concrete artifact named in the task, with labeled sections or a table where useful. Explain the key reasoning and make the output directly usable with my supplied inputs. Support understanding and practice. Do not write a graded assessment for submission. Use hints where answers would replace my own learning. Include an example using clearly labeled fictional data if necessary, then explain how I should validate it against my actual inputs.