Gen-AI

Few-shot prompting gives the Gen-AI tool examples so it understands the task and what you expect. The Gen-AI tool forms its output around the examples and instructions you provide.

By providing two or more examples, the tool can recognise patterns and provide more accurate responses.

When to use this technique: Use this method when you have different types of information that need to be organised into categories you choose.

Chain of Thought (COT) prompting encourages the Gen-AI tool to explain its reasoning step by step before giving an answer. This method helps you see how the tool reached its conclusion.

Add the phrase “Let’s think step by step, including explanations” to your input. The tool will then break down its response and include details about the process.

When to use this technique: Use this method when you want to understand the reasoning behind an answer or when solving complex problems, like maths or science problems, decision-making, or logical analysis, that need clear steps.

Prompt chaining encourages the Gen-AI tool to break down complex tasks into a series of smaller, easier prompts. After the first prompt, each new prompt adds more details to help the final result meet your goal. It works like an ongoing conversation with the tool.

When to use this technique: Use this method when the task is too complex for one prompt, generating structured content or when you need to refine the answer step by step.

CARE stands for Context-Action-Response-Example. When you write a prompt, you will include details under each of these headings to help Gen-AI understand what you need.

• CONTEXT: Explain the situation. Include your role, how experienced you are, where you are, and what project or task you are working on.
• ASK: Say clearly what you want Gen-AI to do. Include the role you want it to take, what kind of output you need, and the steps it should follow.
• RULES: Give any limits or instructions. This might include how long the response should be, what writing style to use, or what format you want.
• EXAMPLE: Share examples of what you want or do not want Gen-AI to produce. You can include good and bad examples. Sometimes, you might not need to give examples.

When to use this technique: Use this method for roleplay situations, when you want Gen-AI to act like a tutor who explains difficult ideas or problems, etc.

1. (1) Provide an overall assessment of my [insert assessment type] for a [year level + degree level] unit, addressing four areas: referencing consistency, language clarity and precision, technical details (spelling/grammar/sentence structure), and document structure/flow. (2) For each area, provide balanced feedback on strengths and areas for improvement. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists. (6) Do not make suggestions at the end for follow-up actions for the entire conversation. [Copy and paste your text here]

2. (1) Bold or highlight all the parts of my text (including the reference list if there is one) that have been flagged in the feedback you provided as incorrect or needing improvement. (2) Briefly label what each issue is in italics directly after. (3) Keep text formatted as it was in the original and provide the bolded-and-labelled version in proper paragraph form as originally provided. (4) Do not make corrections or change anything I have written.

3. (1) Break down the following feedback further: [copy and paste feedback you want more clarification on]. (2) Share a corrected example of this type of issue that is not from my writing. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists.

See an example of these prompts used in the free verion of Claude.

1. (1) Evaluate the organisational structure of my [insert assessment type] for a [year level + degree level] unit by examining: my introduction, my body sections, my conclusion, and transitions between sections. (2) Provide balanced feedback only on structure, my introduction, my body sections, my conclusion, and transitions between sections. (2) Provide balanced feedback only on structure based on what works well and where improvements are needed. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists. (6) Do not make suggestions at the end for follow-up actions for the entire conversation. [Copy and paste your text here]

2. (1) Bold or highlight all the parts of my text (including the reference list if there is one) that have been flagged in the feedback you provided as incorrect or needing improvement. (2) Briefly label what each issue is in italics directly after. (3) Keep text formatted as it was in the original and provide the bolded-and-labelled version in proper paragraph form as originally provided. (4) Do not make corrections or change anything I have written.

3. (1) Break down the following feedback further: [copy and paste feedback you want more clarification on]. (2) Share a corrected example of this type of issue that is not from my writing. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists.

See an example of these prompts used in the free verion of Claude

1. (1) Review the technical accuracy of my [insert assessment type] for a [year level + degree level] unit by examining spelling, grammar, sentence structure and clarity, and punctuation usage. (2) Provide balanced feedback on what demonstrates attention to detail and what needs review. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists. (6) Do not make suggestions at the end for follow-up actions for the entire conversation.
   [Copy and paste your text here]

2. (1) Bold or highlight all the parts of my text (including the reference list if there is one) that have been flagged in the feedback you provided as incorrect or needing improvement. (2) Briefly label what each issue is in italics directly after. (3) Keep text formatted as it was in the original and provide the bolded-and-labelled version in proper paragraph form as originally provided. (4) Do not make corrections or change anything I have written.

3. (1) Break down the following feedback further: [copy and paste feedback you want more clarification on]. (2) Share a corrected example of this type of issue that is not from my writing. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists.

See an example of these prompts used in the free verion of Claude

1. (1) Review the technical accuracy of my [insert assessment type] for a [year level + degree level] unit by examining spelling, grammar, sentence structure and clarity, and punctuation usage. (2) Provide balanced feedback on what demonstrates attention to detail and what needs review. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists. (6) Do not make suggestions at the end for follow-up actions for the entire conversation.
   [Copy and paste your text here]

2. (1) Bold or highlight all the parts of my text (including the reference list if there is one) that have been flagged in the feedback you provided as incorrect or needing improvement. (2) Briefly label what each issue is in italics directly after. (3) Keep text formatted as it was in the original and provide the bolded-and-labelled version in proper paragraph form as originally provided. (4) Do not make corrections or change anything I have written.

3. (1) Break down the following feedback further: [copy and paste feedback you want more clarification on]. (2) Share a corrected example of this type of issue that is not from my writing. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists.

See an example of these prompts used in the free verion of Claude

(1) Evaluate my referencing practices of my [insert assessment type] for a [year level + degree level] unit using [insert referencing style if known] by examining consistency of referencing throughout, presence of in-text citations, completeness of the reference list, and formatting accuracy (capitalisation, punctuation, italicisation of titles). (2) Provide balanced feedback only on referencing based on what is done correctly and what needs review for accuracy and consistency. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists. (6) Do not make suggestions at the end for follow-up actions for the entire conversation.
[Copy and paste your text here]

(1) Bold or highlight all the parts of my text (including the reference list if there is one) that have been flagged in the feedback you provided as incorrect or needing improvement. (2) Briefly label what each issue is in italics directly after. (3) Keep text formatted as it was in the original and provide the bolded-and-labelled version in proper paragraph form as originally provided. (4) Do not make corrections or change anything I have written.

(1) Break down the following feedback further: [copy and paste feedback you want more clarification on]. (2) Share a corrected example of this type of issue that is not from my writing. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists.

See an example of these prompts used in the free verion of Claude

Choose the first instruction of the prompt based on your assessment type (or closest equivalent), then add it to the rest of the prompt before entering it into the Gen-AI tool.

Annotated bibliography

(1) Analyse the critical thinking in my annotated bibliography by identifying evidence of scholarly evaluation, synthesis across sources, pattern recognition in the literature, comparative analysis between works, evidence-based source selection, and engagement with multiple scholarly perspectives.

Case study

(1) Analyse the critical thinking in my case study by identifying evidence of in-depth analysis, connections between theoretical concepts and real-world application, identification of key patterns or themes, comparison of alternative approaches, evidence-based conclusions, and consideration of multiple stakeholder viewpoints.

Essay

(1) Analyse the critical thinking in my essay by identifying evidence of logical reasoning, conceptual connections, thematic patterns, comparative analysis, evidence-based argumentation, and engagement with multiple perspectives.

Literature review

(1) Analyse the critical thinking in my literature review by identifying evidence of critical evaluation of research, synthesis of connections across studies, identification of gaps or trends in the literature, comparative analysis of methodologies or findings, evidence-based conclusions, and representation of diverse scholarly viewpoints.

Report

(1) Analyse the critical thinking in my report by identifying evidence of systematic analysis, logical connections between findings, pattern identification in data, comparative evaluation of options or outcomes, evidence-based recommendations, and consideration of multiple perspectives.

Reflective writing

(1) Analyse the critical thinking in my reflective writing by identifying evidence of self-analysis, connections between experience and theory, recognition of developmental patterns, comparison between initial and evolved perspectives, evidence-based insights, and acknowledgment of alternative viewpoints.

Other

(1) Analyse the critical thinking in my [discussion post/blog post/portfolio/creative assessment/group project/presentation] by identifying evidence of analytical reasoning, conceptual connections, thematic patterns, comparative perspectives, evidence-based contributions, and engagement with multiple viewpoints.

1. …(2) Provide balanced feedback only on critical thinking based on demonstrated skills and specific suggestions for demonstrating greater depth. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists. (6) Do not make suggestions at the end for follow-up actions for the entire conversation.
   [Copy and paste your text here]

2. (1) Bold or highlight all the parts of my text (including the reference list if there is one) that have been flagged as incorrect or needing improvement. (2) Briefly label what each issue is in italics directly after. (3) Keep text formatted as it was in the original and provide the bolded-and-labelled version in proper paragraph form as originally provided. (4) Do not make corrections or change anything I have written.

3. (1) Break down the following feedback further: [copy and paste feedback you want more clarification on]. (2) Share an improved example of this type of issue that is not from my writing. (3) Use Australian English at a Year 10 high school level to explain feedback. (4) Do not make the corrections for me or change the content; focus only on how my writing can be improved. (5) Structure feedback logically and progressively using headings and dot point lists.

See an example of these prompts used in the free verion of Claude