There is no model on our server. These prompts do not write for you, they ask questions about what you wrote. Copy one, paste it into your own account, then verify what comes back.
No AI runs on this site. There is no model on our server, we do not send queries on your behalf, and nobody's account gets spent, not yours and not ours. What follows are prompts written to be copied and pasted into your own ChatGPT / Claude / Gemini account: you pay the cost, and in return you get the quality of the prompt and a note on what you have to verify. They all share one design: none of them writes for you, each one asks questions about what you wrote. If a prompt hands you a ready thesis, a ready paragraph or a corrected text, the prompt has gone wrong.
The instruction the university's GenAI guideline gives students is one sentence: GenAI must never be used unless the professor explicitly allows it in the syllabus. The guideline goes on: if you are not sure, ask your instructor, and if you are still not sure after asking, stay on the safe side and do not use it; if you used it, say so and keep a record of how.
So the default is “banned”, not “unspecified”.
The ENG 101 syllabus on STARS has a field called “GenAI Policy”, but it is empty, so no one line rule has been published at program level. The syllabus of the section we looked at had a clear sentence in it: GenAI use is not permitted in any graded task in this course. We could not verify whether that is the same in every section.
The upshot: read your own syllabus, and if it says nothing, the university default holds, and that default is “do not use it”. The library's ENG guide adds one more item to the definition of plagiarism, and that item covers translation tools too: using AI or translation tools without declaring it, when it is not permitted, counts as plagiarism.
The first draft of Essay 1 is written in class, all of Essay 2 is written in class, and the final is written in a closed three hour exam without a dictionary. So the part you can have done outside is the small piece of the grade and the part you cannot is the big piece. Having it written outside and then stalling inside is the most visible form of failure in this course.
The use that really kills the learning is having the outline done for you. That is exactly what this course measures: can you plan? Take the plan from outside and you have nothing in your hands on the in class writing day or in the final. The core of the feedback instructors write is that anyway: practice outlining.
My thesis is this: [your thesis] The assignment question is this: [copy the question from the task sheet word for word] The texts I will use: [names of the texts] I do not want you to fix this thesis. Ask me 5 questions that weaken it. Questions of this kind: - Which word of it carries more than one meaning, so that I have not actually said what I mean? - Which part of it is beyond dispute, so that nobody would object and it is not worth defending? - Which claim of it answers a side issue rather than the question the assignment asks? - Which piece of it needs evidence in my hands, and where in the texts should that evidence be? - Someone who accepts this thesis is forced to accept which conclusion, and do I accept that conclusion? After the questions, say one more thing: is this thesis balanced, or is it a one sided verdict? Give your reason in one sentence. Do not give me a corrected thesis, do not propose an alternative thesis, do not say "it would be better if you wrote it this way"; do not write in my place, criticize what I wrote. Do not invent sources, quotations or citations. You did not read the texts, I only gave you their names, so do not give information about them, and say "I do not know" where you are not sure.
My thesis is this: [your thesis] Build the three strongest objections that could be raised against this thesis. I do not want weak or easily refuted objections; I want the one that will really give me trouble. For each objection write three things: 1. The objection itself, one paragraph, in the voice of someone who holds it. 2. What assumption does the objection rest on? Write the opposing assumption my thesis rests on as well. 3. What KIND of evidence would support this objection: what sort of study, measuring what, on which sample, or which kind of passage from which text. Then say: which of the three does not merely limit my thesis but falsifies it? Do NOT give a source name, an author name, a study name, a year or a citation, the answer to "what kind of evidence" is enough; invented citations appear precisely when sources are requested. Do not answer the objections for me, I will write the answers; do not write in my place, criticize what I wrote. Say "I do not know" for any fact you are not sure of.
I have a source in hand; I pasted its citation and first pages below. My research question is this: [write your question in one sentence]. I will decide whether to use this source. What I want from you is the questions I should ask while deciding: 1. What kind of source is this, a book, a peer reviewed article, an edited collection, a newspaper piece, a report, a web page? Say which part of the citation told you. Then: in THIS kind of source, what determines reliability? 2. What does the source's own claim appear to rest on, data, other sources, the author's interpretation? Write which sentence told you. 3. What can be understood about the author's position and the place of publication from the text I pasted? If it is not in the text, write "not in the text". 4. Given my question, where is this source useful and where is it not? 5. If I am going to use this source, what are 5 things I have to check in the source itself? Do not decide whether the source is good or bad, do not try to summarize it for me, do not suggest other sources. Do not invent information I did not give you: if you do not know the author, the citation count, the journal's standing or its impact factor, say "I do not know". Do not write in my place, criticize what I wrote; I will judge the source, you produce the questions I should ask. CITATION AND FIRST PAGES: [paste the source's citation and its first few pages]
I read a text and wrote the summary myself. I am deliberately not giving you the text itself, because I want to see what my summary missed. Looking only at what I wrote, tell me: 1. What comes across as the writer's MAIN argument from this summary? Write it in one sentence. If it comes out different from what I wrote, point out the difference separately. 2. Which of my sentences carries my interpretation rather than the writer's claim? Have the summary and the evaluation got mixed up? 3. Which points look missing, the parts an argument should have but which leave no trace in the summary? 4. Which of my sentences fails to separate a finding from a method, or a claim from evidence? 5. Someone who reads this summary would go back to the text itself and ask which 5 questions? Do not rewrite the summary, do not produce a proper summary in my place. You did not read the text: do not give information about the text, do not fill it in with "what the writer actually says", because that would be inventing. Do not invent sources, quotations or names, and say "I do not know" where you are not sure. Do not write in my place, criticize what I wrote. MY SUMMARY: [paste your own summary]
Below is the plan of a paper: my thesis, what each paragraph will do, and which evidence I will use under each claim. I do not want you to approve or fix the plan. Answer these four questions: 1. Which claim has no evidence under it? Count them one by one. 2. Which piece of evidence does not actually support the claim it sits under, and is merely related to the topic? Say why it does not support it in one sentence. 3. Which part of my thesis is not covered by any paragraph, and which paragraph has nothing to do with the thesis? 4. Is the order of the paragraphs logical for a reader? If not, which two should swap places, and why? Then ask me 3 questions I need to answer: questions that make me see the weakest point of the plan myself. Do not write a new plan, do not fix my thesis, do not fill in the missing evidence yourself, do not suggest sources. Do not invent a source, an author, a study name or a citation; say "I do not know" for anything you are not sure of. Do not write in my place, criticize what I wrote, I will fix the plan myself. MY PLAN: [your thesis + your paragraph plan + the evidence under each claim]
Below is a text I wrote myself. I do not want you to fix it, I want you to map it. For each paragraph in order: 1. What does this paragraph say in one sentence? If you have to use "and" in your summary, note that separately, it means the paragraph is saying two things. 2. Which is the paragraph's main sentence? Does the rest serve that sentence, or does the subject drift halfway through? 3. How does it connect to the previous paragraph: continuation, contrast, example, or no connection at all? 4. If I deleted this paragraph entirely, what would the text lose? If the answer is "nothing", write that. At the end say three things: how many separate subjects are in the text; which two paragraphs would improve the text if they swapped places; which paragraph I need to split and at exactly which sentence. Do not write new paragraphs, do not rewrite my paragraphs, do not give a sample text as "this would be better", do not write in my place, criticize what I wrote. Do not assume anything that is not in the text; if there is a sentence you do not understand, say "I did not understand this sentence". Do not invent sources, quotations or names, and say "I do not know" where you are not sure. MY TEXT: [paste your text here]
Below are English sentences I wrote myself. For each sentence, do this: 1. Is there an error in this sentence? If there is, NAME the error (subject-verb agreement, dangling modifier, comma splice, run-on, article, preposition, tense shift, unclear pronoun reference, wordiness, and so on). 2. Explain in plain English why it is an error, in one sentence. 3. Write the rule behind the error in one sentence, stated independently of my sentence. 4. Do NOT give me the corrected sentence. Instead, show me which word or which ending I need to touch, and leave the decision to me. For a sentence with no error write "no error", do not strain to find one. Separate a style preference from a rule violation and say which one it is. At the end add this: is there a repeating error pattern in these sentences? If there is, name it, because that is what stops me making the same error again. Do not write in my place, do not rebuild the paragraph, do not give an alternative text as "the academically appropriate version"; criticize what I wrote. Do not invent rules or sources; if you are not sure about a usage, say "I do not know, check it in a dictionary". MY SENTENCES: [paste your sentences here]
Below is the draft I wrote, and under it the relevant parts of the source text I quoted from. Your only job is this: take EVERY phrase inside quotation marks in my draft, one by one, and search for it word for word in the source text. For each one, write: - the quotation (as it stands in my draft) - word for word in the source / similar but different / could not find it - whatever the difference is, say it letter by letter: has a word changed, has a singular slipped to a plural, is the punctuation different, has the order changed, is it missing entirely - the full text of the version you found in the source Then two more lists: 1. Which sentences in my draft read like somebody else's idea even though I gave no source? 2. Where did I paraphrase without quotation marks, and does the source actually say that? Do not write that something is in the source text when it is not, do not fill gaps from memory; if you cannot find it, write "could not find it in the source", do not guess. Do not invent a source, an author, a citation or a page number, and say "I do not know" if you are not sure. Do not fix the quotations, do not rebuild my draft, do not write in my place, criticize what I wrote: show me where it does not match the source, that is all. SOURCE TEXT: [paste the full text of the pages you quoted from here] MY DRAFT: [paste your draft here]
In ENG 101 the first draft of Essay 1 is written in class, all of Essay 2 is written in class, and the final is written in a closed three hour exam without a dictionary. I want to sit down at that desk prepared. Here is what I have, pasted below: the assignment question, the names of the reading texts, my thesis, my topic sentences, and the evidence with a page number for each claim. Do not write the text I will write in class for me. Test me: 1. With this material, in what order do I build the introduction, which sentence should I write first, which should I leave for last? 2. Which gap in the material will stop me in class? Which claim has no page number, which topic sentence is not tied to the thesis? 3. Make a list of the things that have to be in my memory: page numbers, where the quotation sits, the spelling of the authors' names, the terms. 4. Make me rewrite the assignment question in my own words: I will write it, and you find where I misread it by asking questions. 5. If the time runs out in class, which paragraph does the least damage to leave incomplete, and why? Do not write text, do not give a sample paragraph, do not propose an opening sentence; do not write in my place, criticize what I wrote, test the material I have. Do not invent sources or quotations, you did not read the texts, so do not give information about them. Say "I do not know" where you are not sure. MY MATERIAL: [the assignment question, your thesis, the topic sentences, the evidence with page numbers]
| Prompt | Verification |
|---|---|
| 5 questions that weaken your thesis | Not all five questions have to be good ones; if one of them finds the real weak point of your thesis, it did its job. The model did not read the assignment texts, you only gave it their names: if it produces a sentence like "this text says the following", that sentence is invented, so open the text yourself. If your syllabus does not allow GenAI in graded work, this use falls under that too, and the university guideline says do not use it when it is not permitted, ask your instructor if you are not sure, and keep a record if you did use it. |
| Build the strongest opponent to my thesis | Take the "what kind of evidence" answer in item three seriously, but then go after it yourself: search for that study in the library. If you find it, the objection is real and it goes into your paper; if you cannot, the objection is fictional and it gets dropped. The source you find is a gain too, it becomes the basis of your counterargument paragraph. |
| Source evaluation: which questions do I judge this source with | The model does not know the source itself; it only sees what you pasted. Do not trust sentences like "this journal is respected" or "this author is well known in the field". Whether something is peer reviewed is told by Quick Search's "Scholarly (Peer Reviewed) Journals" filter, not by the model; and what got discussed after an article is told by the "Cited by" list in Scopus or Web of Science. |
| Test my own summary: what did I miss | Look for the answers to the questions it produces in the text itself: every question whose answer is in the text is something you really missed, and a question whose answer is not in the text is the model inventing. Skip that distinction and you will take the model's guess for the content of the text. Do not reverse the order either: give the model the text first and ask for a summary, and you will not have read the text at all, which is exactly what this assignment measures. |
| Plan check: do the claims and the evidence match | The model saying "this evidence does not support it" is not the last word: sometimes the connection is in your head but not written in the plan, and then the problem is not the evidence, it is that the plan is underwritten. Also this prompt cannot know whether the evidence really exists, it only looks at what you wrote in the plan; the page number is yours to verify too. |
| Paragraph flow: which paragraph is saying two things | This prompt does not look at content: whether your thesis is strong or your evidence is enough is not answered here, only the structure is. And the model saying "this paragraph is unnecessary" is a warning, not a decision, because the paragraph that looks unnecessary is sometimes the most personal part of the piece. The decision to delete is yours. |
| Why is my English sentence broken: ask for the reason, not the fix | There is a practical reason for not asking for the corrected sentence: in ENG 101 all of Essay 2 and the three hour final are written in class, without a dictionary. The only thing with you there is knowing the rule. If your syllabus says "GenAI cannot be used in any graded work", this pass falls under that too; make the decision knowingly, and ask your instructor if you are not sure. |
| Quotation checker: search every quoted phrase in the source | This prompt only works if YOU paste the source text. Ask "is this quotation right" without giving the source and the model invents from memory. Exactly that was tried on an HCIV assignment: all three quotations the model gave failed to match the source word for word. In one a single letter had changed (favorable / favourable), in one a singular had slipped to a plural (society / societies in Marx), and one was a number with no source behind it at all. None of them looked wrong while reading; the only reason they got caught was that every quoted phrase was searched in the source text. The model saying "it is there word for word" is not evidence either, so Ctrl+F the place it says it found yourself. |
| Rehearsal for the in class writing day and the final | This prompt will not be next to you in class; whether it works depends on actually doing the rehearsal, so time yourself and write by hand. How much you have to write in class changes from section to section too: while the syllabus says "a full first draft", the task sheet can say "the introduction and the first body paragraph at minimum". Ask your own task sheet for that number, not the model, and your instructor if the two contradict. |
Where you get caught is usually not the disciplinary process, it is the text itself. A quotation that comes out of the model's memory is quietly wrong. In a check run in another course, all three quotations that came from the model failed to match the source word for word: in one the spelling of a word had changed, in one a singular had slipped to a plural, and one had no source at all. None of them stands out while reading, and all three fall over under Ctrl+F. The university's guideline also lists invented sources and citations separately on its list of risks.