AI Resources for Faculty: Prompt Engineering

There are plenty of Generative AI's out there. Some are very general, like OpenAI's ChatGPT, Google Gemini, Meta's LLAMA, Microsoft Copilot, and Apple Intelligence. They can help with most tasks and do those tasks very well. However, more specialized AI's tend to do better jobs depending on the task.

Additionally, before we use an AI, we must come to terms with just how the AI is generating content. In many cases, particularly with image generation and audio generation, the AI is trained on the work of artists without their consent. Read carefully the terms and agreements of use and privacy.

Also note that the following is not a complete nor comprehensive list.

Use Plugins to Extend Capabilities

Plugins allow us to extend the capabilities of the AI's we use. They can let us create images, slideshows, better parse data using ChatGPT (not recommended for sensitive data), learn to code, build a better resume, tech support, and even become our personalized tutor.

For OpenAI's ChatGPT, these are called GPTs.

Google Gemini calls them Gems.

Reading Articles

For reading articles, summarizing articles, and asking specific information of articles, we can use ChatGPT 4o. However, there are several other AI's that can do a similar (if not better) job.

Anthropic's Claude AI was one of the first AI's where a user could upload a document and ask Claude questions about the document.

A more recent contender in this space is Google NotebookLM. NotebookLM allows you to upload all of the documents you are using for research and ask general questions from all of them or select specific documents for more specific questions. NotebookLM can even provide summaries and can, as of 2024, turn your documents into a podcast.

Keep in mind, the issue of falsifying information or providing incorrect information still exists. So make sure to carefully check the answers that the AI gives you. Especially if you are looking for specific quotes.

Image Generation

Many of us know about some of the biggest AI Image Generators: OpenAI's DALL-E and it's competitor, Midjourney. 

However, there are even more Image Generators now. Bing Image Creator, Google Gemini Imagen3, and Adobe Firefly are just a few.

Video Generation

OpenAI Sora was one of the first widely known AI video generators. Since, there are plenty of contenders, such as DeepAI, Google's Veo2, and HeyGen Video.

AI Search Engines

Just like a typical search engine (Google, DuckDuckGo, etc.), AI Search Engines help you scour the web for specific results. However, unlike your typical search engine, the AI version will provide a summary of the results and link to pertinent resources and provide related searches. There are plenty of AI Search Engines out there (or at least AI that have been integrated into typical search engines, such as Google Gemini and Microsoft Bing AI).

More dedicated AI Search Engines include Perplexity AI and ChatGPT Search.

Education-Focused AI

There are a handful of AI that are trained with education and/or instructional design in mind. Course Magic AI from OpenLearning and Khanmigo from Khan Academy are some of the most prominent in this area.

Want to try out several AI or Need a Hub for All your AI?

There are several tools out there that will let you use various AI's in one place. In some cases, you may need to provide some sort of information to these hubs that give them access to the AI, which has some security risks.

One such Hub is called Jan.ai. This hub allows you to quickly download and use many opensource AI models, including LLAMA, Gemma (opensource version of Gemini), and more. You can even connect ChatGPT to Jan.ai.

BoodleBox.ai is another option.

For humans, it can be difficult to understand what is written. This is particularly true if conventional spelling and grammar are not followed. The same is true for AI. If we misspell things, the AI may be able to figure out what we are trying to say. Or it may not. For example, we will ask ChatGPT to make a lesson plan for teaching the final act of Shakespeare's Romeo and Juliet. We will ask it for a twenty-point rubric with five categories (therefore, each category is worth four points). 

Here is our initial prompt:

"Create a lesson plan for the final act of Shakespeare's Romeo and Juliet. The final assignment should include a twenty point rubric with five categories. Please include timings for any activity changes. The target audience are undergraduate English majors in their second year."

And ChatGPT's response:

Lesson Plan: Teaching the Final Act of Romeo and Juliet

Target Audience:

Undergraduate English majors in their second year.

---

Lesson Objectives:

1. Analyze key themes, language, and dramatic techniques in the final act of Romeo and Juliet.
2. Explore the interplay of fate and individual choice in the resolution of the play.
3. Develop critical perspectives on the characters' decisions and their implications for the tragedy.
4. Construct a comprehensive analysis of the act, supported by textual evidence.

---

Lesson Structure (90 minutes):

1. Warm-Up (10 minutes)

• Activity:

  • Pose the question on the board: "Who bears the most responsibility for the tragic ending?"
  • Students take 3-5 minutes to write a short response.
  • Brief class discussion to surface initial perspectives.

• Purpose:

  • Activate prior knowledge and engage students in critical thinking.

---

2. Guided Analysis (20 minutes)

• Activity:

  • Divide students into pairs or small groups and assign each a passage from Act V, Scene iii.

  • Provide guiding questions, such as:

    1. How does the passage reveal the themes of fate and agency?
    2. What literary devices are used, and what effects do they create?
    3. How do the characters' actions reflect their internal conflicts?

  • Groups analyze the passage and prepare to present their findings to the class.

• Purpose:

  • Foster close reading skills and collaborative interpretation.

---

3. Class Discussion & Presentations (15 minutes)

• Activity:

  • Groups present their analysis to the class (2-3 minutes each).
  • Open floor for questions or additional commentary after each presentation.

• Purpose:

  • Encourage peer teaching and deeper engagement with the text.

---

4. Creative Exercise: Alternative Endings (15 minutes)

• Activity:

  • Students work individually or in pairs to rewrite the ending of Romeo and Juliet.
  • Options:
    1. A version where fate is thwarted.
    2. A version where characters make different choices.
  • Briefly share and discuss a few examples with the class.

• Purpose:

  • Encourage creative thinking and application of critical analysis.

---

5. Wrap-Up: Final Assignment Overview (5 minutes)

• Activity:

  • Distribute and explain the final assignment sheet: a 2-3 page analytical essay exploring the question:
    "To what extent does the final act of Romeo and Juliet reinforce Shakespeare's commentary on fate versus free will?"
  • Highlight the rubric (see below) and expectations.

• Purpose:

  • Prepare students for a structured critical analysis.

---

Rubric for Final Assignment (20 Points Total):

Category	Criteria	Points
Thesis & Argument	Clear, original thesis that addresses the prompt. Logical, coherent argument throughout.	4
Textual Evidence	Strong, well-integrated textual support. Quotations are relevant and properly cited.	4
Analysis	Insightful analysis of themes, characters, and literary devices. Depth of critical thought.	4
Organization	Clear structure with an engaging introduction, logical body paragraphs, and a strong conclusion.	4
Language & Style	Effective use of academic English. Free of grammatical errors. Clear and concise prose.	4

---

Materials Needed:

• Copies of Act V, Scene iii for reference.
• Rubric and final assignment handout.
• Whiteboard/Smartboard for notes and guiding questions.

---

Follow-Up:

Encourage students to attend office hours or schedule writing workshops for additional support on their essays.

Now, let's see what ChatGPT's response is when we misspell and "forget" to use proper grammar. Here is our new prompt:

"Lsson plan for the final act of Shakespear's Romeo and Juliette The final assignment include a twenty ubric with fivec ategories. Incl. time for any activity changes. Targ audience are undergraduate English in their second year."

The above is an extreme version of spelling/grammar issues. However, we wanted to get an appropriate response from ChatGPT. Speaking of which, here is ChatGPT's response:

**Lesson Plan: Final Act of *Romeo and Juliet***

**Target Audience:** Undergraduate English students (Second Year)  
**Duration:** 2 hours

---

### **Objectives:**
1. Analyze the themes, characterization, and dramatic structure of the final act.
2. Explore the language and its contribution to the tragic resolution.
3. Develop critical thinking and analytical writing skills through the final assignment.

---

### **Lesson Outline:**

#### **1. Introduction (15 minutes)**
- **Activity:** Briefly recap the key events of Acts IV and V leading to the climax.
- **Discussion Questions:**
  - How do misunderstandings and coincidences drive the plot?
  - How is the theme of fate vs. free will represented in the final act?
- **Materials:** Handout summarizing Acts IV and V.

#### **2. Close Reading of Key Passages (30 minutes)**
- **Activity:** Analyze the following excerpts:
  - Juliet’s soliloquy before taking the potion (Act IV, Scene iii).
  - Romeo’s lines upon discovering Juliet’s "death" (Act V, Scene iii).
  - The final reconciliation of the Capulets and Montagues (Act V, Scene iii).
- **Group Work:** Divide students into small groups to perform a close reading of assigned excerpts. Encourage them to focus on literary devices, tone, and dramatic irony.

#### **3. Discussion and Reflection (20 minutes)**
- **Class Discussion:**
  - What does the resolution tell us about the societal values of Shakespeare’s time?
  - How does the final act reinforce the tragedy’s themes?
- **Reflection Activity:** Have students write a brief journal entry on what they found most impactful about the play’s ending.

#### **4. Creative Activity (30 minutes)**
- **Activity:** Rewrite a scene from the final act from an alternate perspective (e.g., Friar Laurence, the Prince, or Paris).
- **Objective:** Encourage students to think critically about character motivations and narrative voice.
- **Sharing:** Groups present their rewritten scenes to the class.

#### **5. Final Assignment Overview (15 minutes)**
- **Assignment:** Analytical essay or creative reinterpretation (student choice).
- **Prompt Options:**
  1. Analyze the role of fate in *Romeo and Juliet*. Is it truly fate that leads to the tragedy, or the characters' choices?
  2. Reinterpret the ending by writing an alternative resolution that fits within the play’s themes.
- **Rubric:** Distribute and explain the grading criteria (detailed below).

---

### **Rubric for Final Assignment**

**Category 1: Content and Argument (5 points)**
- Demonstrates clear understanding of the themes, characters, and plot.
- Presents a coherent and insightful argument or creative reinterpretation.

**Category 2: Use of Evidence (5 points)**
- Provides strong textual evidence to support claims.
- Accurately integrates and analyzes quotes from the play.

**Category 3: Creativity and Originality (5 points)**
- For analytical essays: Demonstrates original thought and perspective.
- For creative works: Offers an engaging and well-thought-out alternative narrative.

**Category 4: Structure and Organization (3 points)**
- Logical flow and clear transitions between ideas.
- Follows a cohesive structure appropriate to the chosen format.

**Category 5: Language and Presentation (2 points)**
- Uses appropriate academic or creative language.
- Free of grammar and spelling errors.

**Total Points:** 20

---

### **Closing and Next Steps (10 minutes)**
- Remind students of the assignment deadline and available resources (e.g., office hours, library materials).
- End with a class discussion: "Why do tragedies like *Romeo and Juliet* continue to resonate today?"

Overall, not a bad interpretation of the second prompt, and on par with the first prompt as far as the result is concerned.

^Back to Top^

When giving the AI a task, think of it as a student you are training or a newly hired and eager assistant. They might not know the right process for doing things, but they do not want to disappoint. So, you give them a task and it comes back as not entirely correct or, in some cases, completely wrong. That is how AI is-- the more vague the task (ex., "Create a lesson plan introducing the fundamentals of writing"), the less likely the result is going to be what we want, or even factual. However, the more descriptive we are (ex., "Create a lesson plan introducing the fundamentals of writing research papers for freshmen in college. The subject is the Catcher in the Rye, which students will be expected to read outside of class. Please include individual assignments for outlining, drafting, and polishing the paper. Students will have one month to read Catcher in the Rye and complete the final draft of the paper."), the more likely the AI is to produce something that is what we want or are expecting.

ChatGPT 4o's response to "Create a lesson plan introducing the fundamentals of writing":

Lesson Plan: Introduction to the Fundamentals of Writing

Grade Level: Middle School (6th–8th grade)

Subject: English Language Arts

Duration: 1 Hour

Lesson Objectives

By the end of the lesson, students will be able to:

1. Identify the key components of writing (purpose, audience, structure, and style).
2. Understand the importance of brainstorming and planning before writing.
3. Develop a basic paragraph using a topic sentence, supporting details, and a conclusion.

Materials Needed

• Whiteboard or smartboard
• Markers
• Handouts: Writing process overview and paragraph template
• Lined paper or notebooks
• Pencils or pens

Lesson Outline

1. Warm-Up (10 minutes)

• Activity: Quick-write prompt.
  Ask students: “Write a sentence about your favorite hobby.”
  • After 2 minutes, invite volunteers to share their sentences.
  • Discuss how the sentences might change based on different audiences or purposes (e.g., formal vs. casual tone).

2. Direct Instruction (15 minutes)

• The Fundamentals of Writing:

  1. Purpose: Why are you writing? (To inform, persuade, entertain, etc.)
  2. Audience: Who will read your writing? (Friends, teachers, the public?)
  3. Structure: The framework of your writing. Focus on paragraphs today.
  4. Style: The tone, voice, and word choice suitable for the purpose and audience.

• Explain the Writing Process:

  1. Brainstorm ideas
  2. Create an outline
  3. Write a draft
  4. Revise and edit
  5. Finalize and publish

3. Guided Practice (15 minutes)

• Activity: Building a Paragraph Together
  • Write a sample topic sentence on the board (e.g., “Reading is an enjoyable way to spend free time.”).
  • Brainstorm three supporting ideas with the class and write them as bullet points.
  • Discuss how to conclude the paragraph and write a concluding sentence together.
  • Read the finished paragraph aloud and discuss how each part contributes to the whole.

4. Independent Practice (15 minutes)

• Activity: Write Your Own Paragraph
  • Provide students with a paragraph template:
    • Topic Sentence: State your main idea.
    • Supporting Details: Write 2–3 sentences supporting your idea.
    • Conclusion: Wrap up your idea.
  • Prompt: “Write about your favorite season.”
  • Encourage students to use the brainstorming process before writing.

5. Wrap-Up and Reflection (5 minutes)

• Invite a few students to share their paragraphs.
• Recap the components of writing and the importance of planning.
• Homework: Expand the paragraph into a full page, adding an introduction and more supporting details.

Assessment

• Monitor participation in discussions and guided practice.
• Collect and review independent practice paragraphs for structure, clarity, and adherence to the lesson.

This lesson introduces students to writing as a structured and purposeful process, ensuring they feel confident as they develop their skills further.

ChatGPT 4o's response to "Create a lesson plan introducing the fundamentals of writing research papers for freshmen in college. The subject is the Catcher in the Rye, which students will be expected to read outside of class. Please include individual assignments for outlining, drafting, and polishing the paper. Students will have one month to read Catcher in the Rye and complete the final draft of the paper.":

### Lesson Plan: Introduction to Writing Research Papers (Based on *The Catcher in the Rye*)

#### **Course Objective:**  
By the end of this month-long unit, students will understand the fundamentals of writing a research paper, including selecting a topic, outlining, drafting, and revising. They will apply these skills to analyze *The Catcher in the Rye* by J.D. Salinger and submit a polished research paper.

---

### **Week 1: Introduction and Topic Selection**

**Class Activities:**
1. **Day 1:**
   - Introduction to research papers: Purpose, structure (introduction, body, conclusion), and citation basics.
   - Brief discussion on *The Catcher in the Rye* (key themes: alienation, identity, mental health, etc.).
   - Group brainstorming session: Possible research topics based on themes, symbols, and character analysis in the novel.

2. **Day 2:**
   - Lesson: Developing a research question (e.g., "How does Holden Caulfield’s perception of adulthood shape his journey?").
   - Practice: Students draft three potential research questions and receive peer and instructor feedback.

**Homework:**
- Read the first 4 chapters of *The Catcher in the Rye*.
- Submit a finalized research question.

---

### **Week 2: Outlining and Gathering Evidence**

**Class Activities:**
1. **Day 1:**
   - Lesson: Crafting a strong thesis statement.
   - Workshop: Students draft thesis statements and share for critique.

2. **Day 2:**
   - Lesson: Structuring an outline (introduction, body paragraphs with topic sentences, evidence, analysis, and conclusion).
   - Activity: Review sample outlines based on other literary works.
   - Workshop: Begin outlining research papers.

**Homework:**
- Complete reading Chapters 5-15 of *The Catcher in the Rye*.
- Finalize the outline, ensuring alignment with the thesis statement and research question.

---

### **Week 3: Drafting the Research Paper**

**Class Activities:**
1. **Day 1:**
   - Lesson: Writing effective introductions and conclusions.
   - Workshop: Students draft their introduction paragraphs in class.

2. **Day 2:**
   - Lesson: Developing body paragraphs with evidence and analysis.
   - Activity: Peer review on sample body paragraphs.
   - Independent work: Begin drafting body paragraphs.

**Homework:**
- Complete reading the novel.
- Draft at least two body paragraphs and bring to class for feedback.

---

### **Week 4: Revision and Polishing**

**Class Activities:**
1. **Day 1:**
   - Lesson: Self-editing techniques (checking for clarity, coherence, grammar, and proper citations).
   - Peer Review: Swap drafts with a partner and provide structured feedback using a rubric.

2. **Day 2:**
   - Lesson: Formatting papers in MLA style (in-text citations, Works Cited page).
   - Workshop: Students revise drafts in class, focusing on integrating feedback.

**Homework:**
- Polish the final draft of the paper.

---

### **Final Assignment:**
- **Submission Deadline:** End of Week 4 (Friday, 11:59 PM).
- **Requirements:**
  - 4-6 pages, double-spaced, Times New Roman, 12-point font.
  - MLA format, including a Works Cited page.
  - Analyze a theme, symbol, or character in *The Catcher in the Rye*, using evidence from the text to support your thesis.

**Evaluation Rubric:**
- **Thesis and Argument (30%)**: Clear, original, and well-supported.
- **Organization (20%)**: Logical flow, effective transitions, and adherence to outline.
- **Evidence and Analysis (30%)**: Strong textual evidence and insightful analysis.
- **Mechanics (10%)**: Grammar, spelling, and MLA formatting.
- **Engagement (10%)**: Demonstrates understanding of the novel and effort in writing.

---

### Additional Notes:
- **Office Hours:** Students can sign up for one-on-one meetings for additional feedback.
- **Online Resources:** Links to MLA citation guides and sample research papers will be shared on the course platform.
- **Optional Extra Credit:** Students can present their research findings in a 5-minute presentation during the final week.

While we did not ask for it, ChatGPT also pre-empted a follow-up message to include the beginnings of an Evaluation Rubric. Also, we can add further details, such as creating lessons plans for each activity with proposed timings or perhaps the course meets once per week rather than twice per week, to get better results.

^Back to Top^

Break more complex tasks into smaller task-components. According to Microsoft, “Large language models (LLMs) often perform better if the task is broken down into smaller steps.” (2023). If we think about this, it is not dissimilar to what we humans do or need to do to complete various tasks. For example, doing the dishes is a task. However, there are several smaller tasks (i.e, rinsing the dishes, placing the dishes in the dishwasher, adding the detergent, etc.) required to achieve that larger, more complex task. 

Going back to our lesson plan example, creating a lesson plan requires a lot of smaller tasks to be completed. However, we can break a lesson plan into smaller components:

• Crafting Learning Objectives
• Creating Activities
• Creating Assessments based on those activities
• Creating Evaluations based on the assessments

We will ask ChatGPT to make a lesson plan for Edgar Allen Poe's The Raven from Project Gutenberg (which we uploaded via PDF to ChatGPT).

Here is our prompt:

Create four learning objectives for a unit on Edgar Allen Poe's The Raven (the PDF provided). The course is an English course and will spend approximately two course sessions on this unit. Each course session will be one-hour and fifteen minutes long. After creating these learning objectives, create two activities for each learning objective. Finally, create a twenty point rubric for each activity.

ChatGPT's response:

Here are the requested learning objectives, activities, and rubrics for a unit on Edgar Allan Poe's The Raven:

---

Learning Objectives

1. Analyze the use of literary devices in The Raven and their contribution to the poem’s themes and tone.
2. Interpret the poem's narrative and explore its psychological and emotional dimensions.
3. Examine the historical and biographical context of Edgar Allan Poe to better understand the influences on The Raven.
4. Develop creative and critical writing skills through reflective and analytical responses to the poem.

---

Activities and Rubrics

Objective 1: Analyze the use of literary devices

Activity 1: Literary Device Scavenger Hunt Students will identify and annotate examples of literary devices (e.g., alliteration, personification, symbolism) in The Raven. They will explain how each device contributes to the mood or meaning of the poem.

Rubric (10 points):

• Identification (4 points): Identifies 4+ examples of literary devices (4 pts); 3 examples (3 pts); fewer than 3 examples (2 pts); none (0 pts).
• Explanation (4 points): Provides insightful explanations for each device’s effect (4 pts); adequate explanations (3 pts); basic understanding (2 pts); insufficient explanation (0 pts).
• Presentation (2 points): Work is neatly organized and easy to follow (2 pts); somewhat organized (1 pt); disorganized (0 pts).

Activity 2: Tone and Mood Analysis Students will write a short paragraph analyzing how Poe's use of language creates the tone and mood of The Raven.

Rubric (10 points):

• Content (5 points): Deep analysis of tone and mood (5 pts); adequate analysis (4 pts); basic understanding (2-3 pts); no analysis (0 pts).
• Use of Evidence (3 points): Strong textual evidence (3 pts); some evidence (2 pts); minimal or no evidence (0-1 pts).
• Clarity and Grammar (2 points): Clear and error-free writing (2 pts); minor errors (1 pt); significant errors (0 pts).

---

Objective 2: Interpret the poem's narrative

Activity 1: Group Discussion and Chart In groups, students will chart the narrator’s psychological journey through The Raven, focusing on how his emotional state evolves.

Rubric (10 points):

• Collaboration (3 points): Fully engaged group participation (3 pts); partial participation (2 pts); minimal engagement (1 pt).
• Chart Accuracy (4 points): Accurately represents narrative progression (4 pts); partially accurate (2-3 pts); inaccurate (0-1 pts).
• Insight (3 points): Provides meaningful insights into the psychological shifts (3 pts); adequate insight (2 pts); minimal insight (1 pt).

Activity 2: Character Perspective Writing Students will write a diary entry from the perspective of the narrator, reflecting his emotions and mental state at a key moment.

Rubric (10 points):

• Character Voice (4 points): Authentic and reflective of the narrator’s mindset (4 pts); somewhat authentic (3 pts); minimal connection (1-2 pts); no connection (0 pts).
• Emotional Depth (4 points): Captures complex emotions (4 pts); adequate emotion (3 pts); superficial (1-2 pts); no depth (0 pts).
• Grammar and Mechanics (2 points): Error-free (2 pts); minor errors (1 pt); significant errors (0 pts).

---

Objective 3: Examine historical and biographical context

Activity 1: Context Presentation Students will research Poe’s life and the historical context of The Raven, presenting findings in small groups.

Rubric (10 points):

• Research Quality (4 points): Thorough research and rich details (4 pts); some detail (3 pts); minimal research (1-2 pts); no research (0 pts).
• Presentation (4 points): Clear and engaging delivery (4 pts); somewhat clear (3 pts); unclear or unengaging (1-2 pts); no presentation (0 pts).
• Collaboration (2 points): Equal group contribution (2 pts); unequal contribution (1 pt); no collaboration (0 pts).

Activity 2: Contextual Analysis Essay Students will write a short essay connecting elements of Poe’s life and historical context to themes in The Raven.

Rubric (10 points):

• Connection to Context (5 points): Strong and insightful connections (5 pts); adequate connections (4 pts); basic understanding (2-3 pts); no connection (0 pts).
• Organization and Clarity (3 points): Well-structured and clear (3 pts); somewhat clear (2 pts); unclear (1 pt).
• Grammar and Mechanics (2 points): Error-free (2 pts); minor errors (1 pt); significant errors (0 pts).

---

Objective 4: Develop creative and critical writing skills

Activity 1: Thematic Poem Creation Students will compose a short poem inspired by The Raven, focusing on similar themes such as loss or despair.

Rubric (10 points):

• Thematic Depth (4 points): Strong engagement with themes (4 pts); adequate engagement (3 pts); minimal engagement (1-2 pts); no engagement (0 pts).
• Creativity (4 points): Highly original (4 pts); somewhat original (3 pts); basic effort (1-2 pts); no effort (0 pts).
• Technical Skill (2 points): Effective use of poetic techniques (2 pts); some technique (1 pt); no technique (0 pts).

Activity 2: Reflective Journal Students will write a reflective journal entry discussing their personal reactions to The Raven and its themes.

Rubric (10 points):

• Depth of Reflection (5 points): Thoughtful and introspective (5 pts); adequate reflection (4 pts); basic understanding (2-3 pts); no reflection (0 pts).
• Use of Evidence (3 points): Strong connections to text (3 pts); some connections (2 pts); minimal or no connections (0-1 pts).
• Grammar and Clarity (2 points): Clear and error-free (2 pts); minor errors (1 pt); significant errors (0 pts).

---

Let me know if you’d like additional details or modifications!

There are a few issues with the result. For example, ChatGPT gave us two 10-point rubrics rather than two 20-point rubrics for each activity. We could also take this further (re: Prompts are iterative) by asking it for timings for in-class activities and even quizzes. ChatGPT's response could even change if we specify the grade level and/or college year.

Similar to how the first draft of an essay does is not what we typically submit as the final product (whether for an assignment or a journal submission), the same goes for prompts. Prompting is a pseudo-science that requires us to change the prompt to get the desired output from AI. Our very first prompt is unlikely to get us the output we are looking for. However, changes to the prompt, even subtle changes or changes to how we approach the prompt, may provide us with the output we were looking for. Or at least a response that is close enough to what we were looking for.

As you become more experienced with prompt engineering (and AI's become more capable), you may find that you need less and less iterations of your original prompt.

Let us consider the previous prompt, "Create four learning objectives for a unit on Edgar Allen Poe's The Raven (the PDF provided). The course is an English course and will spend approximately two course sessions on this unit. Each course session will be one-hour and fifteen minutes long. After creating these learning objectives, create two activities for each learning objective. Finally, create a twenty point rubric for each activity." We got pretty close to what we wanted. However, it is not quite right, mostly because of the two ten-point rubrics rather than just two twenty-point rubrics. Additionally, we never specified the grade level, which could change some of these activities. There are a few other details we could specify (i.e., whether or not the class is in-person, hybrid, a/synchronous online, our teaching style, etc.), but these will suffice for now.

Here is our new prompt:

Create four learning objectives for a unit on Edgar Allen Poe's The Raven (the PDF provided). The course is an introductory English course for first year students attending university. We will spend approximately two course sessions on this unit. Each course session will be one-hour and fifteen minutes long. After creating these learning objectives, create two activities for each learning objective. Finally, create two twenty point rubric for each activity.

And ChatGPT's response:

Here is a detailed plan for a unit on The Raven tailored to an introductory English course for first-year university students:

---

Learning Objectives

1. Understand and interpret the central themes of The Raven, including grief, loss, and despair.
2. Analyze the literary devices used by Poe to develop mood and tone in The Raven.
3. Examine the historical and biographical context of Edgar Allan Poe and its influence on The Raven.
4. Develop critical and creative writing skills through responses to the poem.

---

Activities and Rubrics

Objective 1: Understand and interpret central themes

Activity 1: Group Theme Analysis
In small groups, students will identify key themes in The Raven and discuss their representation in the text. Each group will present their analysis to the class.

Rubric (20 points):

• Theme Identification (5 points): Identifies and explains 3+ themes (5 pts); identifies 2 themes (3-4 pts); identifies 1 theme (1-2 pts); no themes identified (0 pts).
• Analysis (5 points): Insightfully connects themes to textual evidence (5 pts); adequate connection (3-4 pts); minimal connection (1-2 pts); no connection (0 pts).
• Presentation Quality (5 points): Engaging, clear, and organized (5 pts); somewhat clear (3-4 pts); disorganized (1-2 pts); no presentation (0 pts).
• Collaboration (5 points): Equal contribution by all members (5 pts); somewhat equal (3-4 pts); minimal contribution (1-2 pts); no contribution (0 pts).

Activity 2: Individual Reflection Journal
Students will write a personal reflection on how the themes of The Raven resonate with their own experiences or observations.

Rubric (20 points):

• Depth of Reflection (10 points): Demonstrates deep personal insight and connection to themes (10 pts); adequate insight (7-9 pts); basic reflection (4-6 pts); superficial or no reflection (0-3 pts).
• Textual Integration (5 points): Effectively integrates examples from the poem (5 pts); somewhat integrates (3-4 pts); minimal or no integration (0-2 pts).
• Writing Mechanics (5 points): Clear and error-free writing (5 pts); minor errors (3-4 pts); significant errors (0-2 pts).

---

Objective 2: Analyze literary devices

Activity 1: Literary Device Chart
Students will create a chart identifying at least five literary devices (e.g., alliteration, metaphor, personification) in the poem and explain their effects on tone and mood.

Rubric (20 points):

• Identification (10 points): Accurately identifies 5+ devices (10 pts); 3-4 devices (7-9 pts); 1-2 devices (4-6 pts); no devices identified (0-3 pts).
• Explanation (5 points): Provides clear, insightful explanations of each device’s effect (5 pts); adequate explanations (3-4 pts); minimal explanation (0-2 pts).
• Organization (5 points): Chart is neat and easy to follow (5 pts); somewhat organized (3-4 pts); disorganized (0-2 pts).

Activity 2: Tone and Mood Analysis Paragraph
Students will write a short paragraph analyzing how Poe’s use of language creates the tone and mood of a specific stanza.

Rubric (20 points):

• Content (10 points): Insightful analysis of tone and mood (10 pts); adequate analysis (7-9 pts); basic analysis (4-6 pts); no analysis (0-3 pts).
• Evidence (5 points): Strong textual evidence (5 pts); some evidence (3-4 pts); minimal evidence (0-2 pts).
• Writing Mechanics (5 points): Clear, error-free writing (5 pts); minor errors (3-4 pts); significant errors (0-2 pts).

---

Objective 3: Examine historical and biographical context

Activity 1: Research and Poster Presentation
Students will research Edgar Allan Poe’s life and the historical context of The Raven, creating a visual poster to share findings with the class.

Rubric (20 points):

• Research Quality (10 points): Thorough and accurate research (10 pts); adequate research (7-9 pts); minimal research (4-6 pts); no research (0-3 pts).
• Visual Presentation (5 points): Engaging and clear poster design (5 pts); somewhat clear (3-4 pts); disorganized (0-2 pts).
• Classroom Engagement (5 points): Presents confidently and answers questions (5 pts); somewhat confident (3-4 pts); minimal engagement (0-2 pts).

Activity 2: Contextual Analysis Essay
Students will write a short essay explaining how Poe’s life or historical events influenced The Raven.

Rubric (20 points):

• Contextual Connection (10 points): Insightful connections to Poe’s life or history (10 pts); adequate connections (7-9 pts); minimal connections (4-6 pts); no connections (0-3 pts).
• Organization (5 points): Well-structured essay (5 pts); somewhat structured (3-4 pts); disorganized (0-2 pts).
• Grammar and Style (5 points): Error-free and clear writing (5 pts); minor errors (3-4 pts); significant errors (0-2 pts).

---

Objective 4: Develop critical and creative writing skills

Activity 1: Creative Writing Exercise
Students will write a short poem inspired by The Raven, using similar themes, tone, or structure.

Rubric (20 points):

• Thematic Depth (10 points): Engages meaningfully with themes (10 pts); adequate engagement (7-9 pts); minimal engagement (4-6 pts); no engagement (0-3 pts).
• Creativity (5 points): Original and imaginative (5 pts); somewhat creative (3-4 pts); basic effort (0-2 pts).
• Poetic Techniques (5 points): Effective use of literary devices (5 pts); some use (3-4 pts); no use (0-2 pts).

Activity 2: Argumentative Paragraph
Students will write a paragraph defending their interpretation of the poem’s central message.

Rubric (20 points):

• Argument Clarity (10 points): Strong and well-supported argument (10 pts); adequate support (7-9 pts); minimal support (4-6 pts); no argument (0-3 pts).
• Evidence (5 points): Uses strong textual evidence (5 pts); some evidence (3-4 pts); minimal evidence (0-2 pts).
• Grammar and Style (5 points): Clear and polished writing (5 pts); minor errors (3-4 pts); significant errors (0-2 pts).

---

Let me know if you’d like further adjustments or additional materials!

We can even modify our prompt further, asking it to detail each activity further rather than the one-sentence description the AI is currently providing. Or perhaps we do not really like the rubric it provided us-- we can, instead, specific the categories and the maximum number of points for each category.

^Back to Top^

Another Anthropic tip is to give the AI an out. In the first tip, Anthropic encourages us to think of LLM AI’s as an over-eager intern. The same is true for this tip. The AI, whichever you choose, will attempt to complete the task(s) as quickly and as best as possible. Similarly, a nervous intern will likely not want to say “I don’t know” right away. However, the AI does not know how to say “I don’t know how to do that” (usually). So, when you are trying to get the AI to tell you a fact or something similar, where accuracy and veracity are important, tell the AI it is OK to say “I don’t know”. In the following prompts, we ask ChatGPT what is the square root of the length of a Canon PowerShot camera. As noted in ChatGPT's first response, there are multiple models of the Canon PowerShot Camera. However, ChatGPT still tries to give a helpful answer, unlike in our second prompt, where we tell ChatGPT it's OK to say I don't know. In this case, it provides a much more succinct answer.

Our Prompt: What is the square root of the length of a Canon PowerShot (2023 model)?

The response from ChatGPT 4o: 

The length of a Canon PowerShot camera (2023 model) would vary depending on the specific model, as there are several different versions of Canon PowerShot cameras with varying dimensions. For example, compact models like the PowerShot G7 X Mark III might have a length around 105 mm (4.13 inches), while other models could differ slightly.

If we assume a length of 105 mm, the square root would be:

sqrt(105)≈10.25 mm

Let me know if you have a specific model in mind, and I can provide a more precise answer!

Notice that, because the AI is trying to be helpful as possible, it still tried to give us an answer. In older versions of ChatGPT, it would have given us a random number for the length of a random camera. We would have to follow up by asking how it arrived at the answer. In this version, it told us that the length would differ depending on the version of Canon Powershot, finally settling on PowerShot G7 X Mark III and giving us the answer we sought.

Now, let's give the AI the option to say "I don't know".

Our Prompt: What is the square root of the length of a Canon PowerShot (2023 model)? Say "I don't know" if you do not know the correct answer.

The response from ChatGPT 4o: 

I don't know the correct answer. The length of a Canon PowerShot (2023 model) would vary depending on the specific model, and the square root of its length would require knowing the exact measurement.

Particularly for sequential tasks, it may be a good idea to not only list the tasks in order but also number them (Del Vecchio, 2023). This gives the AI less room to re-interpret the steps and move them around or potentially skip steps altogether. Additionally, this saves us time as we do not have to chain the prompts one at a time. Instead, we can put everything into one prompt and watch the the AI’s work. In the following example, we asked the AI’s to pull some information from the article Hamlet, Prince of Denmark by William Shakespeare from Project Gutenberg and then do something with the information:

Read the attached article. Then, follow the steps below:

1. Pull the article’s information, including the author’s name(s), article’s title, publishing data, and journal the article was published in. If there is a link, include that as well.
2. Using the information from step 1, create a bibliographic citation in MLA formatting.
3. Pull important quotes and facts. Include the paragraph that they come from.
4. Using the quotes and facts from step 3, create a summary of the article.
5. Using the previous steps, create an annotated bibliography in MLA formatting.

And ChatGPT's response:

Step 1: Extracted Information

• Author: William Shakespeare
• Title: Hamlet, Prince of Denmark
• Publishing Data: Originally published in 1603; this version is a Project Gutenberg eBook released on November 1, 1998, and updated on November 11, 2023.
• Publisher: Project Gutenberg
• Link: Project Gutenberg: Hamlet

---

Step 2: Bibliographic Citation in MLA Format

Shakespeare, William. Hamlet, Prince of Denmark. Project Gutenberg, 1 Nov. 1998, updated 11 Nov. 2023. www.gutenberg.org/ebooks/1524.

---

Step 3: Important Quotes and Facts

1. Opening Scene - Ghost's Appearance
   "What art thou that usurp’st this time of night, together with that fair and warlike form in which the majesty of buried Denmark did sometimes march? By heaven, I charge thee speak." (Act I, Scene I)

   • This introduces the appearance of King Hamlet’s ghost, setting the play’s ominous tone.

2. Hamlet’s Soliloquy on Existence
   "O that this too too solid flesh would melt, thaw, and resolve itself into a dew!" (Act I, Scene II)

   • Hamlet expresses his despair, highlighting themes of mortality and existential crisis.

3. Ghost Reveals His Murder
   "Revenge his foul and most unnatural murder." (Act I, Scene V)

   • The ghost of King Hamlet commands his son to avenge his murder by Claudius.

4. Hamlet’s Contemplation of Action
   "There are more things in heaven and earth, Horatio, than are dreamt of in your philosophy." (Act I, Scene V)

   • Reflects Hamlet’s existential wonder and the supernatural’s impact on his worldview.

---

Step 4: Summary of the Article

Hamlet, Prince of Denmark by William Shakespeare explores themes of revenge, morality, and the supernatural. The play begins with the ghost of King Hamlet revealing his murder to Prince Hamlet and demanding vengeance against Claudius, the new king. Hamlet wrestles with his duty and morality, descending into feigned madness and alienating those around him. The play underscores existential questions, the consequences of vengeance, and the complexity of human emotions and politics.

---

Step 5: Annotated Bibliography in MLA Format

Shakespeare, William. Hamlet, Prince of Denmark. Project Gutenberg, 1 Nov. 1998, updated 11 Nov. 2023. www.gutenberg.org/ebooks/1524.

This classic tragedy by William Shakespeare delves into themes of revenge, justice, and the supernatural. The plot follows Prince Hamlet as he struggles to avenge his father’s murder, leading to a cycle of tragedy and introspection. The work is foundational in Western literature, offering rich explorations of existentialism and human frailty. This edition, provided by Project Gutenberg, is a digital transcription of the text, freely available to the public.

We can go even further by asking ChatGPT to include some of the quotes from step 3 in step 4. Then, we can specify in step 5 to include the summary from step 4 in the annotated bibliography.

Note: This section is quite long. To get back to the top, click on the blue arrow on the right-sidebar to go back to the top.

"Prompt Chaining involves using the result from one prompt as the starting point for the next one" (Veiga, 2024). It is very similar breaking down the prompt into smaller task components. However, this is different in that each sub-task is it's own prompt. For example, we ask ChatGPT to create a lesson plan focusing on the first act of Rome and Juliet. We look over the response from ChatGPT, and ask it to add (or modify, as the case may be) Lesson Objectives. If an assignment is not provided, we ask it to create an assignment for us to use (and modify it as needed). We can then ask for a rubric and modify it as needed. And continue through the rest of the acts as needed.

Prompt chaining is also better than simply breaking down the prompt. Using Prompt Chaining, we can correct the AI on that particular step rather than trying to rewrite the whole prompt.

Let's see this in action.

Our first prompt: Create a lesson plan for the first act of Romeo and Juliet. The lesson plan should be geared towards college-level freshman students.

ChatGPT's response (modified for clarity):

Here’s a detailed lesson plan for Act I of Romeo and Juliet tailored for college-level freshmen students:

---

Lesson Plan: Exploring Act I of Romeo and Juliet
Grade Level: College Freshmen
Class Duration: 90 minutes
Learning Objectives:

1. Understand the key events and characters introduced in Act I.
2. Analyze Shakespeare’s language, themes, and use of dramatic structure.
3. Explore the socio-historical context of the play and its relevance today.
4. Foster collaborative and critical thinking through group activities and discussions.

---

Preparation

• Assign students to read Act I prior to class.
• Provide an outline of major themes (love, conflict, fate, and family) for pre-class review.
• Share a glossary of difficult terms from Act I.

---

Lesson Outline

1. Introduction (10 minutes)

• Opening Discussion:
  • Prompt: “What are your initial impressions of the opening scenes? How does Shakespeare set the tone for the play?”
  • Encourage students to share thoughts on their reading, focusing on themes and characters.
• Objective Overview: Explain what students will achieve by the end of the lesson.

---

2. Scene Breakdown and Discussion (40 minutes)

• Scene 1: Street Fight and Prince’s Warning (10 minutes)
  • Play a brief video clip or audio recording of the opening scene to highlight the tension.
  • Discussion:
    • How does the opening scene establish the feud between the Montagues and Capulets?
    • What does Prince Escalus’s speech reveal about Verona’s social structure?
    • Key Language Focus: Analyze “purple fountains issuing from your veins.”
• Scene 2: Paris and Capulet’s Conversation (10 minutes)
  • Small-Group Activity: Assign groups to debate Capulet’s hesitancy about Juliet’s marriage.
    • How does this scene set up the theme of parental control versus individual choice?
• Scene 3: Juliet, Lady Capulet, and the Nurse (10 minutes)
  • Character Study:
    • Compare Juliet’s relationship with her mother and the Nurse.
    • Discuss the Nurse’s comedic role and how it contrasts with Lady Capulet’s formality.
• Scenes 4-5: The Capulet Party and Romeo Meets Juliet (10 minutes)
  • Literary Analysis:
    • Examine Romeo’s speech on love as “a tender thing.”
    • Group discussion on the significance of the sonnet shared by Romeo and Juliet upon meeting.
    • Themes: How does their instant connection contrast with the chaotic feud introduced earlier?

---

3. Socio-Historical Context (15 minutes)

• Lecture:
  • Discuss Elizabethan attitudes toward love, marriage, and family honor.
  • Briefly touch on the role of fate and astrology in the Renaissance mindset.
• Discussion: How does Shakespeare’s context enhance our understanding of the characters’ motivations?

---

4. Closing Activity: Modern Connections (15 minutes)

• Prompt: How might the themes of love and conflict resonate in modern society?
  • Students brainstorm examples of similar themes in contemporary films, books, or personal experiences.

---

Homework Assignment

• Write a one-page reflection:
  • Compare Romeo’s perspective on love in Act I to Juliet’s initial reactions.
  • How do their views foreshadow the events to come?

---

Assessment

• Active participation in discussions.
• Group activity contributions.
• Submission of the reflection piece.

---

This plan engages students with diverse activities and provides space for analytical and creative exploration of the text.

ChatGPT's response created a Lesson Plan for a single, 90 minute class. However, perhaps our class meets twice per week for an hour and fifteen minutes each class session. We want to use both class periods to go over Act One. Here is our next prompt:

Great start! However, instead of one 90 minute class, break this lesson plan into two 75 minute classes.

And ChatGPT's response (modified for clarity):

**Lesson Plan: Exploring Act I of *Romeo and Juliet***  
**Grade Level**: College Freshmen  
**Class Duration**: Two 75-minute sessions  
**Learning Objectives**:  
1. Understand the key events and characters introduced in Act I.  
2. Analyze Shakespeare’s language, themes, and use of dramatic structure.  
3. Explore the socio-historical context of the play and its relevance today.  
4. Foster collaborative and critical thinking through group activities and discussions.  

---

### **Session 1: Act I, Scenes 1-3**

#### **Preparation**  
- Assign students to read Act I prior to the first session.  
- Provide an outline of major themes (love, conflict, fate, and family) for pre-class review.  
- Share a glossary of difficult terms from Act I.

#### **Lesson Outline**

**1. Introduction (10 minutes)**  
- **Opening Discussion**:  
   - Prompt: “What are your initial impressions of the opening scenes? How does Shakespeare set the tone for the play?”  
   - Encourage students to share thoughts on their reading, focusing on themes and characters.  
- **Objective Overview**: Explain what students will achieve by the end of this session.

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 1: Street Fight and Prince’s Warning** (20 minutes)  
  • - **Activity**: Read key lines aloud as a class to emphasize the dramatic tension.  
  • - **Discussion**:  
    •    - How does the opening scene establish the feud between the Montagues and Capulets?  
    •    - What does Prince Escalus’s speech reveal about Verona’s social structure?  
  • - **Language Focus**: Analyze imagery in phrases like “purple fountains issuing from your veins.”
• **Scene 2: Paris and Capulet’s Conversation** (15 minutes)  
  • - **Small-Group Activity**: Assign groups to debate Capulet’s hesitancy about Juliet’s marriage.  
  •    - How does this scene set up the theme of parental control versus individual choice?  
  •    - Groups present brief arguments.
• **Scene 3: Juliet, Lady Capulet, and the Nurse** (15 minutes)  
  • - **Character Study**:  
    •    - Compare Juliet’s relationship with her mother and the Nurse.  
    •    - Discuss the Nurse’s comedic role and how it contrasts with Lady Capulet’s formality.  
    •    - How does Juliet’s dialogue foreshadow her independent nature?

**3. Wrap-Up (15 minutes)**  
- **Discussion**: Summarize the key conflicts and themes introduced in the first three scenes.  
- **Homework Assignment**:  
   - Write a short paragraph: How does the opening establish the balance between love and conflict?  

---

### **Session 2: Act I, Scenes 4-5**

#### **Preparation**
- Review key moments from the first session.
- Share a brief handout on Elizabethan attitudes toward love, marriage, and family honor.

#### **Lesson Outline**

**1. Recap and Introduction (10 minutes)**  
- **Quick Review**: Recap major events and themes from Scenes 1-3.  
- **Preview**: Outline the focus for this session: analyzing the Capulet party scenes and their significance.  

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 4: The Capulet Party and Mercutio’s Queen Mab Speech** (20 minutes)  
  • - **Activity**: Read Mercutio’s speech aloud, assigning roles to students.  
  • - **Discussion**:  
    •    - What does Mercutio’s Queen Mab speech reveal about his character?  
    •    - How does the speech contrast with Romeo’s view of love?  
  • - **Themes**: Explore the tension between dreams, reality, and fate.  
• **Scene 5: Romeo Meets Juliet** (30 minutes)  
  • - **Literary Analysis**:  
    •    - Examine Romeo’s speech upon seeing Juliet: What does his language reveal about his feelings?  
    •    - Analyze the shared sonnet between Romeo and Juliet.  
  • - **Group Discussion**:  
    •    - How does the meeting contrast with the feud introduced earlier?  
    •    - Discuss the concept of love at first sight and its depiction in literature and media.

**3. Socio-Historical Context (15 minutes)**
- **Mini-Lecture**:  
   - Discuss Elizabethan attitudes toward love and fate.  
   - Touch on the role of astrology in Shakespeare’s time and its relevance to the “star-crossed lovers” theme.  
- **Discussion Prompt**: How does understanding the historical context enhance your appreciation of the play?

**4. Closing Activity: Modern Connections (10 minutes)**  
- **Prompt**: How might the themes of love, conflict, and fate resonate in modern society?  
   - Students brainstorm examples from contemporary films, books, or personal experiences.  

**Homework Assignment**  
- Write a one-page reflection:  
   - Compare Romeo’s perspective on love in Act I to Juliet’s initial reactions.  
   - How do their views foreshadow the events to come?  

---

### **Assessment**  
- Active participation in discussions and activities.  
- Group activity contributions.  
- Submission of the reflection piece.

Both lesson plans have a homework assignment, and the second lesson plan has an Assessment. However, the Assignments are a bit bare, as far as instructions are concerned. Here is our next prompt:

Thank you! Now, let's take the homework assignments from the lesson plans and provide more directions. The homework assignments should be two pages long, double-spaced, and in Times New Roman size 12 font. Additionally, students should work on pulling direct quotes from the play to support their argument. Students should cite using MLA conventions.

ChatGPT went through line-by-line on the lesson plans and modified them (slightly) to better fit our new prompt. The instructions for the homework assignment were, per our prompt, heavily modified:

**Lesson Plan: Exploring Act I of *Romeo and Juliet***  
**Grade Level**: College Freshmen  
**Class Duration**: Two 75-minute sessions  
**Learning Objectives**:  
1. Understand the key events and characters introduced in Act I.  
2. Analyze Shakespeare’s language, themes, and use of dramatic structure.  
3. Explore the socio-historical context of the play and its relevance today.  
4. Foster collaborative and critical thinking through group activities and discussions.  

---

### **Session 1: Act I, Scenes 1-3**

#### **Preparation**  
- Assign students to read Act I prior to the first session.  
- Provide an outline of major themes (love, conflict, fate, and family) for pre-class review.  
- Share a glossary of difficult terms from Act I.

#### **Lesson Outline**

**1. Introduction (10 minutes)**  
- **Opening Discussion**:  
   - Prompt: “What are your initial impressions of the opening scenes? How does Shakespeare set the tone for the play?”  
   - Encourage students to share thoughts on their reading, focusing on themes and characters.  
- **Objective Overview**: Explain what students will achieve by the end of this session.

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 1: Street Fight and Prince’s Warning** (20 minutes)  
  • - **Activity**: Read key lines aloud as a class to emphasize the dramatic tension.  
  • - **Discussion**:  
    •    - How does the opening scene establish the feud between the Montagues and Capulets?  
    •    - What does Prince Escalus’s speech reveal about Verona’s social structure?  
  • - **Language Focus**: Analyze imagery in phrases like “purple fountains issuing from your veins.”
• **Scene 2: Paris and Capulet’s Conversation** (15 minutes)  
  • - **Small-Group Activity**: Assign groups to debate Capulet’s hesitancy about Juliet’s marriage.  
    •    - How does this scene set up the theme of parental control versus individual choice?  
    •    - Groups present brief arguments.

**Scene 3: Juliet, Lady Capulet, and the Nurse** (15 minutes)  
- **Character Study**:  
   - Compare Juliet’s relationship with her mother and the Nurse.  
   - Discuss the Nurse’s comedic role and how it contrasts with Lady Capulet’s formality.  
   - How does Juliet’s dialogue foreshadow her independent nature?

**3. Wrap-Up (15 minutes)**  
- **Discussion**: Summarize the key conflicts and themes introduced in the first three scenes.  
- **Homework Assignment**:  
   - Write a two-page reflection, double-spaced, in Times New Roman size 12 font. Use direct quotes from the play to support your argument. Cite quotes using MLA conventions.  
     - Prompt: How does the opening establish the balance between love and conflict?  

---

### **Session 2: Act I, Scenes 4-5**

#### **Preparation**
- Review key moments from the first session.
- Share a brief handout on Elizabethan attitudes toward love, marriage, and family honor.

#### **Lesson Outline**

**1. Recap and Introduction (10 minutes)**  
- **Quick Review**: Recap major events and themes from Scenes 1-3.  
- **Preview**: Outline the focus for this session: analyzing the Capulet party scenes and their significance.  

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 4: The Capulet Party and Mercutio’s Queen Mab Speech** (20 minutes)  
  • - **Activity**: Read Mercutio’s speech aloud, assigning roles to students.  
  • - **Discussion**:  
    •    - What does Mercutio’s Queen Mab speech reveal about his character?  
    •    - How does the speech contrast with Romeo’s view of love?  
  • - **Themes**: Explore the tension between dreams, reality, and fate.  
• **Scene 5: Romeo Meets Juliet** (30 minutes)  
• - **Literary Analysis**:  
  •    - Examine Romeo’s speech upon seeing Juliet: What does his language reveal about his feelings?  
  •    - Analyze the shared sonnet between Romeo and Juliet.  
• - **Group Discussion**:  
  •    - How does the meeting contrast with the feud introduced earlier?  
  •    - Discuss the concept of love at first sight and its depiction in literature and media.

**3. Socio-Historical Context (15 minutes)**
- **Mini-Lecture**:  
   - Discuss Elizabethan attitudes toward love and fate.  
   - Touch on the role of astrology in Shakespeare’s time and its relevance to the “star-crossed lovers” theme.  
- **Discussion Prompt**: How does understanding the historical context enhance your appreciation of the play?

**4. Closing Activity: Modern Connections (10 minutes)**  
- **Prompt**: How might the themes of love, conflict, and fate resonate in modern society?  
   - Students brainstorm examples from contemporary films, books, or personal experiences.  

**Homework Assignment**  
- Write a two-page reflection, double-spaced, in Times New Roman size 12 font. Use direct quotes from the play to support your argument. Cite quotes using MLA conventions.  
   - Prompt: Compare Romeo’s perspective on love in Act I to Juliet’s initial reactions. How do their views foreshadow the events to come?  

---

### **Assessment**  
- Active participation in discussions and activities.  
- Group activity contributions.  
- Submission of the reflection piece.

We could continue down this line of prompt chaining and ask ChatGPT to provide an example of an appropriately cited quote. However, this is good enough for our purposes. Instead, we will focus on the Assessment for the homework assignment. Here is our next prompt:

Great job! For the homework assignments, create a 100-point rubric with five categories. Each category should be an aspect of writing. At least one category should be Spelling and Grammar.

Again, the lesson plan was slightly modified to better fit our next prompt. And, unprompted, it created for us a single rubric to use between the two homework assignments:

**Lesson Plan: Exploring Act I of *Romeo and Juliet***  
**Grade Level**: College Freshmen  
**Class Duration**: Two 75-minute sessions  
**Learning Objectives**:  
1. Understand the key events and characters introduced in Act I.  
2. Analyze Shakespeare’s language, themes, and use of dramatic structure.  
3. Explore the socio-historical context of the play and its relevance today.  
4. Foster collaborative and critical thinking through group activities and discussions.  

---

### **Session 1: Act I, Scenes 1-3**

#### **Preparation**  
- Assign students to read Act I prior to the first session.  
- Provide an outline of major themes (love, conflict, fate, and family) for pre-class review.  
- Share a glossary of difficult terms from Act I.

#### **Lesson Outline**

**1. Introduction (10 minutes)**  
- **Opening Discussion**:  
   - Prompt: “What are your initial impressions of the opening scenes? How does Shakespeare set the tone for the play?”  
   - Encourage students to share thoughts on their reading, focusing on themes and characters.  
- **Objective Overview**: Explain what students will achieve by the end of this session.

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 1: Street Fight and Prince’s Warning** (20 minutes)  
  • - **Activity**: Read key lines aloud as a class to emphasize the dramatic tension.  
  • - **Discussion**:  
    •    - How does the opening scene establish the feud between the Montagues and Capulets?  
    •    - What does Prince Escalus’s speech reveal about Verona’s social structure?  
  • - **Language Focus**: Analyze imagery in phrases like “purple fountains issuing from your veins.”
• **Scene 2: Paris and Capulet’s Conversation** (15 minutes)  
  • - **Small-Group Activity**: Assign groups to debate Capulet’s hesitancy about Juliet’s marriage.  
    •    - How does this scene set up the theme of parental control versus individual choice?  
    •    - Groups present brief arguments.

**Scene 3: Juliet, Lady Capulet, and the Nurse** (15 minutes)  
- **Character Study**:  
   - Compare Juliet’s relationship with her mother and the Nurse.  
   - Discuss the Nurse’s comedic role and how it contrasts with Lady Capulet’s formality.  
   - How does Juliet’s dialogue foreshadow her independent nature?

**3. Wrap-Up (15 minutes)**  
- **Discussion**: Summarize the key conflicts and themes introduced in the first three scenes.  
- **Homework Assignment**:  
   - Write a two-page reflection, double-spaced, in Times New Roman size 12 font. Use direct quotes from the play to support your argument. Cite quotes using MLA conventions.  
     - Prompt: How does the opening establish the balance between love and conflict?  

---

### **Session 2: Act I, Scenes 4-5**

#### **Preparation**
- Review key moments from the first session.
- Share a brief handout on Elizabethan attitudes toward love, marriage, and family honor.

#### **Lesson Outline**

**1. Recap and Introduction (10 minutes)**  
- **Quick Review**: Recap major events and themes from Scenes 1-3.  
- **Preview**: Outline the focus for this session: analyzing the Capulet party scenes and their significance.  

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 4: The Capulet Party and Mercutio’s Queen Mab Speech** (20 minutes)  
  • - **Activity**: Read Mercutio’s speech aloud, assigning roles to students.  
  • - **Discussion**:  
    •    - What does Mercutio’s Queen Mab speech reveal about his character?  
    •    - How does the speech contrast with Romeo’s view of love?  
  • - **Themes**: Explore the tension between dreams, reality, and fate.  
• **Scene 5: Romeo Meets Juliet** (30 minutes)  
  • - **Literary Analysis**:  
    •    - Examine Romeo’s speech upon seeing Juliet: What does his language reveal about his feelings?  
    •    - Analyze the shared sonnet between Romeo and Juliet.  
  • - **Group Discussion**:  
    •    - How does the meeting contrast with the feud introduced earlier?  
    •    - Discuss the concept of love at first sight and its depiction in literature and media.

**3. Socio-Historical Context (15 minutes)**
- **Mini-Lecture**:  
   - Discuss Elizabethan attitudes toward love and fate.  
   - Touch on the role of astrology in Shakespeare’s time and its relevance to the “star-crossed lovers” theme.  
- **Discussion Prompt**: How does understanding the historical context enhance your appreciation of the play?

**4. Closing Activity: Modern Connections (10 minutes)**  
- **Prompt**: How might the themes of love, conflict, and fate resonate in modern society?  
   - Students brainstorm examples from contemporary films, books, or personal experiences.  

**Homework Assignment**  
- Write a two-page reflection, double-spaced, in Times New Roman size 12 font. Use direct quotes from the play to support your argument. Cite quotes using MLA conventions.  
   - Prompt: Compare Romeo’s perspective on love in Act I to Juliet’s initial reactions. How do their views foreshadow the events to come?  

---

### **Assessment**  
- Active participation in discussions and activities.  
- Group activity contributions.  
- Submission of the reflection piece.  

### **Homework Rubric (100 Points Total)**

**1. Thesis and Argument Development (25 points)**  
- Clear and specific thesis statement that addresses the prompt.  
- Logical development of ideas with focused arguments.  

**2. Use of Evidence (25 points)**  
- Incorporates relevant and specific quotes from *Romeo and Juliet*.  
- Quotes are properly integrated and analyzed to support arguments.  

**3. Organization and Structure (20 points)**  
- Well-organized paragraphs with clear topic sentences.  
- Smooth transitions between ideas.  

**4. Spelling and Grammar (15 points)**  
- Correct spelling, grammar, and punctuation throughout.  
- Adheres to formal academic writing standards.  

**5. MLA Formatting and Citation (15 points)**  
- Proper MLA format for in-text citations and Works Cited page.  
- Accurate citation of all quotes and references.  

**Total: ___ / 100 Points**

We can continue to tweak these lesson plans further or ask ChatGPT to move onto the next act, using the previous lesson plans as a basis for the new ones:

Excellent job! Using this lesson plan as the base, create a lesson plans to teach act two.

And ChatGPT's response:

**Lesson Plan: Exploring Act II of *Romeo and Juliet***  
**Grade Level**: College Freshmen  
**Class Duration**: Two 75-minute sessions  
**Learning Objectives**:  
1. Analyze the development of Romeo and Juliet’s relationship in Act II.  
2. Explore Shakespeare’s use of poetic devices and dramatic irony.  
3. Understand the role of secondary characters in advancing the plot.  
4. Develop critical thinking through discussion and textual analysis.  

---

### **Session 1: Act II, Scenes 1-3**

#### **Preparation**  
- Assign students to read Act II prior to this session.  
- Share a handout summarizing poetic devices such as metaphor, simile, and personification.  
- Provide an overview of dramatic irony and how it applies to the play.

#### **Lesson Outline**

**1. Introduction (10 minutes)**  
- **Quick Review**: Recap Act I highlights and themes. Ask students: “What expectations do you have for Romeo and Juliet’s relationship?”  
- **Objective Overview**: Explain the focus on analyzing Romeo and Juliet’s deepening connection and supporting characters.

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 1: Romeo’s Friends Search for Him** (15 minutes)  
  • - **Activity**: Read key lines aloud.  
  • - **Discussion**:  
    •    - How does Mercutio’s teasing of Romeo highlight their friendship?  
    •    - Explore the theme of loyalty versus love.  
• **Scene 2: The Balcony Scene** (25 minutes)  
  • - **Literary Analysis**:  
    •    - Read Romeo and Juliet’s dialogue. Analyze the use of imagery and metaphors (e.g., Romeo’s comparison of Juliet to the sun).  
    •    - Discuss how their language conveys their emotions and contrasts with the feud.  
  • - **Group Activity**: In small groups, rewrite a portion of the scene in modern language. Groups present their interpretations.
• **Scene 3: Friar Laurence’s Soliloquy** (10 minutes)  
  • - **Discussion**:  
    •    - Analyze Friar Laurence’s speech on nature’s duality (good and evil). How does this foreshadow future events?  
    •    - What motivates the Friar to help Romeo?

**3. Wrap-Up (15 minutes)**  
- **Reflection**: What role does secrecy play in the development of the plot?  
- **Homework Assignment**:  
   - Write a two-page reflection, double-spaced, in Times New Roman size 12 font. Use direct quotes from the play to support your argument. Cite quotes using MLA conventions.  
     - Prompt: How does the balcony scene balance romantic idealism and practicality?  

---

### **Session 2: Act II, Scenes 4-6**

#### **Preparation**
- Review the events of Scenes 1-3 and prepare discussion questions.  
- Share a brief background on Elizabethan views on marriage and secrecy.

#### **Lesson Outline**

**1. Recap and Introduction (10 minutes)**  
- **Quick Review**: Summarize the key moments from the previous session.  
- **Preview**: Explain the focus on analyzing character motivations and the theme of impulsivity.

**2. Scene Breakdown and Analysis (50 minutes)**

• **Scene 4: Tybalt’s Challenge and the Nurse’s Role** (20 minutes)  
  • - **Activity**: Assign roles and read the scene aloud.  
  • - **Discussion**:  
    •    - How does Tybalt’s challenge heighten the tension in the story?  
    •    - Discuss the Nurse’s role as a messenger. What does her interaction with Romeo reveal about her character?  
• **Scene 5: Juliet Awaits News** (10 minutes)  
  • - **Character Study**:  
    •    - Examine Juliet’s impatience. How does this scene contrast with the Nurse’s comedic behavior?  
    •    - Discuss how Shakespeare builds suspense through pacing.  
• **Scene 6: The Secret Marriage** (20 minutes)  
  • - **Literary Analysis**:  
    •    - Analyze Romeo and Juliet’s dialogue before the wedding. How does their language reflect both love and foreboding?  
    •    - Discuss Friar Laurence’s warning: “These violent delights have violent ends.” How does this foreshadow the play’s tragic conclusion?  

**3. Closing Activity (15 minutes)**  
- **Prompt**: Discuss whether Romeo and Juliet’s decision to marry is driven by love or impulsivity.  
   - Students write a quick response and share their thoughts.  
- **Homework Assignment**:  
   - Write a two-page reflection, double-spaced, in Times New Roman size 12 font. Use direct quotes from the play to support your argument. Cite quotes using MLA conventions.  
     - Prompt: How do secondary characters like the Nurse and Friar Laurence influence the events of Act II?  

---

### **Assessment**  
- Active participation in discussions and activities.  
- Group activity contributions.  
- Submission of the reflection piece.  

### **Homework Rubric (100 Points Total)**

**1. Thesis and Argument Development (25 points)**  
- Clear and specific thesis statement that addresses the prompt.  
- Logical development of ideas with focused arguments.  

**2. Use of Evidence (25 points)**  
- Incorporates relevant and specific quotes from *Romeo and Juliet*.  
- Quotes are properly integrated and analyzed to support arguments.  

**3. Organization and Structure (20 points)**  
- Well-organized paragraphs with clear topic sentences.  
- Smooth transitions between ideas.  

**4. Spelling and Grammar (15 points)**  
- Correct spelling, grammar, and punctuation throughout.  
- Adheres to formal academic writing standards.  

**5. MLA Formatting and Citation (15 points)**  
- Proper MLA format for in-text citations and Works Cited page.  
- Accurate citation of all quotes and references.  

**Total: ___ / 100 Points**

Overall, these lesson plans are, at the very least, a great start. However, as we cautioned previously, carefully look over them before using them, just as you would if you were using a colleague's lesson plan. 

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According to Anthropic, “By prompting it [the AI] to write down relevant background information first (the quotes in this case), we can increase its chance of predicting a relevant answer after” (2023). As the quote alludes to, Anthropic’s example uses a document, asks Claude to go through it, pull out some quotes, and then answer a question. For this example, we used Military Relations Between The United States and Canada: 1939-1945 By Stanley W. Dziuban from U. S. Army Center of Military History.

Following Anthropic’s example, we prompted each of the AI with the following:

"What is this document about? When you reply, find exact quotes from the provided text relevant to the query and write them down inside of <thinking></thinking> XML tags. Make sure to include page numbers along with the quotes. Use <draft></draft> to draft an answer to the question and include any other relevant information. Information should only be from the provided PDF and nothing else. When you are ready to answer, put the answer in-between <answer></answer> XML tags."

And the response from ChatGPT (edited for clarity):

<thinking> The document, *Military Relations Between the United States and Canada, 1939-1945*, authored by Col. Stanley W. Dziuban, is a detailed historical analysis of the cooperative military and political relationships between Canada and the United States during World War II. The preface describes its scope as covering how the two nations worked together to "thwart the Axis threat to North America" and how their collaboration extended to developing resources, logistics, and operations across various domains such as road and pipeline construction in the Arctic wilderness (Preface, p. ix).

The document highlights the disparity in size and resources between the two nations and examines how they addressed jurisdictional issues, sovereignty concerns, and joint defense mechanisms. The study also discusses broader implications of their collaboration, suggesting that these historical lessons could be applicable to other bilateral or multilateral security arrangements (Foreword, p. vii)​. </thinking>

<draft> The document, *Military Relations Between the United States and Canada, 1939-1945*, by Col. Stanley W. Dziuban, serves as both a historical record and an analytical account of the cooperative efforts between the U.S. and Canada during World War II. The work explores military, logistical, and political aspects of this collaboration, offering insights into how both nations aligned their resources and strategies to confront the Axis powers while addressing internal and external challenges. It further aims to inform contemporary defense planning by analyzing past cooperative frameworks. </draft>

<answer> The document, *Military Relations Between the United States and Canada, 1939-1945*, by Col. Stanley W. Dziuban, provides a comprehensive analysis of the military and political collaboration between the United States and Canada during World War II. It examines how the two nations joined forces to address the Axis threat to North America and contributed to the broader Allied effort. The study details the construction of shared infrastructure, strategic operations, and the resolution of jurisdictional and sovereignty issues. It also reflects on the significance of their collaboration for modern defense planning and broader international security frameworks. </answer>

Overall, not a bad answer, though it could have pulled a few more quotes from throughout the book rather than just from the preface (which, admittedly, is typically a quick summary of most books). And we can see how ChatGPT reached it's conclusions for the answer. The page numbers are also, suprisingly, correct as well (which is not true of all AI's when asked to include page numbers when pulling quotes).

According to Shieh (2023), the “Show-and-Tell” method allows “…the model to respond better when shown specific formats.” Basically, if we show the AI our desired output, it is more likely to provide that as the output.

Here is our prompt:

Please list the top ten project management methods for first time student research assistants. Follow this format when presenting the information:

Method Name:

Description:

Ease of Use: <on a scale from 1-10, where one is the most difficult and 10 is the easiest>

Time needed to learn:

Pros: <pro1>, <pro2>, ...

Cons:<con1>, <con2>, ...

Where to find more information about the method: <websiteName01><website>, <websiteName02><website>, ...

And ChatGPT's output:

Here are the top ten project management methods for first-time student research assistants:

---

1. Kanban

Description:
A visual workflow management system that uses boards and cards to track tasks and progress.

Ease of Use: 9/10
Time Needed to Learn: A few hours
Pros:

• Simple to set up and use
• Great for visualizing workflows
• Easy to identify bottlenecks
  Cons:
• Can be too basic for complex projects
• Limited long-term planning features

Where to find more information about the method:
Kanbanize, Atlassian Kanban Guide

---

2. Scrum

Description:
An iterative and incremental framework often used in agile software development, focusing on short, defined work cycles called "sprints."

Ease of Use: 6/10
Time Needed to Learn: A few days to a week
Pros:

• Encourages teamwork and collaboration
• Allows for flexibility and adaptability
  Cons:
• Requires regular team meetings
• Not ideal for independent researchers

Where to find more information about the method:
Scrum Alliance, Scrum.org

---

3. Gantt Charts

Description:
A bar chart-based project management method that outlines tasks and their timelines.

Ease of Use: 8/10
Time Needed to Learn: A few hours
Pros:

• Excellent for tracking timelines
• Easy to visualize dependencies
  Cons:
• Less adaptable to changes
• Not ideal for collaborative teams

Where to find more information about the method:
TeamGantt, Smartsheet

---

4. Agile

Description:
A flexible project management approach designed for iterative and incremental work, promoting adaptive planning.

Ease of Use: 7/10
Time Needed to Learn: A week or more
Pros:

• Highly flexible
• Encourages regular feedback
  Cons:
• Requires commitment to iterative cycles
• Can be overwhelming for beginners

Where to find more information about the method:
Agile Alliance, Atlassian Agile Guide

---

5. Waterfall

Description:
A linear project management approach where tasks flow sequentially from start to finish.

Ease of Use: 8/10
Time Needed to Learn: A few hours
Pros:

• Easy to understand
• Works well for projects with clear requirements
  Cons:
• Inflexible
• Not ideal for dynamic or complex projects

Where to find more information about the method:
Workfront, Wrike

---

6. SMART Goals

Description:
A method that focuses on setting goals that are Specific, Measurable, Achievable, Relevant, and Time-bound.

Ease of Use: 10/10
Time Needed to Learn: Less than an hour
Pros:

• Very easy to implement
• Provides clear objectives
  Cons:
• Not comprehensive for managing large projects
• Requires frequent updates

Where to find more information about the method:
MindTools, Indeed

---

7. Eisenhower Matrix

Description:
A time management tool that helps prioritize tasks based on urgency and importance.

Ease of Use: 9/10
Time Needed to Learn: Less than an hour
Pros:

• Great for prioritization
• Simple to use
  Cons:
• Not detailed enough for large projects
• Limited collaboration features

Where to find more information about the method:
Todoist, Eisenhower Matrix Guide

---

8. Mind Mapping

Description:
A brainstorming method that organizes information visually using diagrams.

Ease of Use: 8/10
Time Needed to Learn: A few hours
Pros:

• Great for idea generation
• Visually intuitive
  Cons:
• Not suitable for detailed planning
• Can get messy for larger projects

Where to find more information about the method:
MindMeister, Coggle

---

9. OKRs (Objectives and Key Results)

Description:
A goal-setting framework that connects goals with measurable outcomes.

Ease of Use: 7/10
Time Needed to Learn: A few days
Pros:

• Aligns team and individual goals
• Focuses on measurable results
  Cons:
• Requires regular updates
• Can be complex to set up

Where to find more information about the method:
Google OKR Guide, WhatMatters

---

10. Pomodoro Technique

Description:
A time management method that uses short work intervals (Pomodoros) followed by breaks.

Ease of Use: 10/10
Time Needed to Learn: Less than an hour
Pros:

• Boosts productivity
• Easy to implement
  Cons:
• Not suitable for large-scale planning
• Can interrupt deep work sessions

Where to find more information about the method:
Pomodoro Technique Official, Lifehacker

---

Let me know if you'd like more details on any of these methods!

Overall, a great list and great linked resources. The only issue, out of the ten, is that Agile is more of a framework for methods rather than a method itself (ex, Scrum, Kanban, and Gantt Charts are considered Agile methods). 

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Use a few sets of data when testing with the AI. There should be at least one test set (typically smaller than the actual dataset, so we can more easily figure out issues) that we train the AI on before we use AI to look at our “real” data. If we know the categories of data, we can even have the AI create the test data for us. This will allow us to better see any misconceptions or issues the AI may have, either with the instruction or with the data itself, before testing it on the larger data set. This also uses the “show and tell” method described earlier. The dataset we will be using is 30,000+ Movies, 60+ Years of Data, Rich Metadata: A List of Top 500-600 Movies of each year from 1960 to 2024 with 20 Features from Kaggle.

Here is the prompt:

Create for me a ten row table with the following column headers and data:

id: <must start with tt and has an additional seven random numbers after>

Title:

Movie Link: <link to the movie>

Year: <Year the movie was released>

Duration: <number of hours>h <number of minutes>m

MPA: <can be only one of the following: Not Rated, G, PG, PG-13 R, TV-MA>

Rating: <from 0.0 to 10.0>

Votes: <number of votes to the nearest hundred>

Budget:

grossWorldWide:

gross_US_Canada:

opening_weekend_Gross:

directors: ['<firstname> <lastname>', '<firstname> <lastname>',...]

writers: ['<firstname> <lastname>', '<firstname> <lastname>',...]

stars: ['<firstname> <lastname>', '<firstname> <lastname>',...]

genres: ['genre01','genre02','genre03'...]

countries_origin: ['country01', 'country02',...]

fliming_locations: ['location, street, town or city, state or province, country abbreviation']

production_companies: ['companyName01', 'companyName02',...]

languages: ['language01', 'language02',...]

wins:

nominations:

oscars:

We had to put ChatGPT's response into a Google Sheet because it was too long for this Content Management System:

https://docs.google.com/spreadsheets/d/1YNprL26hT6UbWOKBCxeW8a9nbwOq76JJS1tQHpGV8I8/edit?usp=sharing

Creating a new data set is essential for this type of work. For one, it will allow us to figure out the questions we want to ask for our larger set. And, because it is smaller, it will allow us to do so much more quickly. For example, we can ask:

Based on the created table, which genres had the highest average World Wide Gross? 

And here is ChatGPT's response:

Based on the created table, we can calculate the average worldwide gross for each genre. Since some movies belong to multiple genres, we need to account for all genres and their respective contributions. Here's the logic:

1. Expand the genres: Each genre contributes equally to the worldwide gross of its associated movie.
2. Calculate the averages: Divide the total worldwide gross for each genre by the number of times the genre appears.

Genre Contributions:

1. Adventure: $45M + $65M = $110M
   Count: 2
   Average: $55M

2. Drama: $45M + $130M = $175M
   Count: 2
   Average: $87.5M

3. Horror: $60M + $90M = $150M
   Count: 2
   Average: $75M

4. Thriller: $60M + $55M = $115M
   Count: 2
   Average: $57.5M

5. Action: $35M + $350M = $385M
   Count: 2
   Average: $192.5M

6. Fantasy: $35M + $90M = $125M
   Count: 2
   Average: $62.5M

7. Romance: $130M + $10M = $140M
   Count: 2
   Average: $70M

8. Family: $25M
   Count: 1
   Average: $25M

9. Musical: $25M
   Count: 1
   Average: $25M

10. Sci-Fi: $55M + $350M = $405M
    Count: 2
    Average: $202.5M

11. Mystery: $65M
    Count: 1
    Average: $65M

12. Indie: $10M
    Count: 1
    Average: $10M

Conclusion:

The genre with the highest average worldwide gross is Sci-Fi, with an average gross of $202.5 million.

 And now we can ask it:

Which movie had the greatest profit?

And the Response:

To find the movie with the greatest profit, we calculate the profit for each movie using the formula:

Profit=grossWorldWide−Budget

Here's the profit calculation for each movie:

1. Lost Horizons: $45,000,000 - $15,000,000 = $30,000,000
2. Eternal Shadows: $60,000,000 - $25,000,000 = $35,000,000
3. The Last Quest: $35,000,000 - $10,000,000 = $25,000,000
4. Mystic Falls: $130,000,000 - $50,000,000 = $80,000,000
5. Starlight Symphony: $25,000,000 - $8,000,000 = $17,000,000
6. Dark Nexus: $55,000,000 - $12,000,000 = $43,000,000
7. Ocean's Light: $65,000,000 - $20,000,000 = $45,000,000
8. Crimson Peaks: $90,000,000 - $35,000,000 = $55,000,000
9. Sunrise Kingdom: $10,000,000 - $5,000,000 = $5,000,000
10. Galactic Voyage: $350,000,000 - $120,000,000 = $230,000,000

Conclusion:

The movie with the greatest profit is Galactic Voyage, with a profit of $230,000,000.

And we can ask:

What is the average of all Sci-Fi movies Oscar wins?

From the table, the Sci-Fi movies are:

1. Dark Nexus: 3 Oscar wins
2. Galactic Voyage: 2 Oscar wins

To calculate the average:

Average=Total Oscar Wins/Number of Sci-Fi Movies = (3+2)/2 = 2.5

Conclusion:

The average number of Oscar wins for all Sci-Fi movies is 2.5.

We can also ask ChatGPT if there are any duplicates (probably the first thing we should have asked):

 Are there any duplicate movies?

The response:

From the provided table, there are no duplicate movies. Each movie has a unique id (starting with "tt" followed by seven unique digits) and distinct details such as titles, links, directors, and gross figures.

If you’d like, I can implement a detailed check based on specific columns like id or title to confirm uniqueness. Let me know!

And the follow up answer:

Yes, please do a detailed check on the title column for duplicate movies.

Upon reviewing the Title column, here are the unique movie titles:

1. Lost Horizons
2. Eternal Shadows
3. The Last Quest
4. Mystic Falls
5. Starlight Symphony
6. Dark Nexus
7. Ocean's Light
8. Crimson Peaks
9. Sunrise Kingdom
10. Galactic Voyage

Result:

All titles are unique. There are no duplicate movie titles in the table.

As you can see, ChatGPT is doing a great job of showing the process(es) it is taking to answer our question(s). And of course, we are asking some basic questions that could be solved with an Excel formula (which we can also ask ChatGPT to help with). A few were a bit more complex too, which shows the wide-ranging capabilities of AI with data. Additionally, now that we know the questions to ask, we can upload our actual data and ask the same questions.

A note of caution here: Absolutely do not use personally identifiable information or information that should be restricted. That data is typically added to the training corpus of the AI being used (unless you pay for it, in which case, review the terms of use beforehand). This could include the names, address, grades, vaccination status, etc. of students or the same/similar information for patients. You can replace that information with dummy data or, as we did here, ask ChatGPT to create that dummy information for you. You can then ask it to help you with various Excel/Google Sheet formulas, using the Dummy data to help ChatGPT better explain to you what is going on with the formula. 

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