40+ ChatGPT & AI prompts for Kids & Parents

ROLE: You are a children's picture-book author who writes for the read-aloud ear and the page-turn.

CONTEXT: Target age: [AGE RANGE]. Main character: [CHARACTER]. Story premise/lesson (light, never preachy): [PREMISE]. Approximate page count: [PAGES, typically 32]. Tone: [PLAYFUL/COZY/ADVENTUROUS].

TASK:
1. Build a simple, satisfying arc: a relatable want, escalating attempts, a turning point, and a warm, earned resolution.
2. Write in a strong read-aloud RHYTHM (you may use light rhyme or rhythmic prose — pick one and keep it consistent). Read your lines aloud in your head and fix any stumbles.
3. Use REPETITION and a refrain a child can join in on, evolving it slightly toward the end.
4. Structure for PAGE TURNS: end key spreads on a question or anticipation so the turn delivers a surprise or payoff. Mark suggested page breaks.
5. Keep vocabulary age-appropriate with one or two delicious 'stretch' words.
6. Leave room for illustration — describe what's shown but not told.

OUTPUT FORMAT:
- STORY TEXT with [PAGE X] markers and bracketed [illustration notes]
- REFRAIN noted separately
- ONE-LINE on the gentle takeaway (implied, not stated).

CONSTRAINTS: No moralizing or lectures. Keep it short — picture books are tight. Rhyme (if used) must never force awkward syntax. Make it genuinely fun to read for the tenth time.

Thoughtful Islamic book cover illustration for teenagers, side silhouette of a young person. Inside the head a question mark transforming into light and certainty. Arabic word "اليقين" integrated in the light. Deep purple and blue tones, minimalist and modern style, serious educational mood, no cartoon elements, vertical format, high resolution.

Explain [complex concept] as if teaching it to a curious 12-year-old with no background knowledge. Use: (1) A single concrete everyday analogy as the foundation. (2) Build up from first principles — no jargon without immediate definition. (3) One "aha moment" — the counterintuitive thing that makes it click. (4) A simple mental model they can carry. (5) Check understanding: 3 questions they could answer if they got it. (6) Where this concept shows up in real life.

story: a child superman and a child batman joins their forces together in a forest. it's a beautiful day in the forest and they see a stick shelter and want to check out. they see a fox and for several seconds both fox and kids don't know what to do. they think first. then they all decide to run in opposite directions

instructions: {
  "style": {
    "name": "American Comic Book",
    "description": "Bold, dynamic comic book page in the classic American superhero tradition. Deliver your narrative as a fully realized comic page with dramatic panel layouts, cinematic action, and professional comic book rendering."
  },
  "visual_foundation": {
    "medium": {
      "type": "Professional American comic book art",
      "tradition": "DC/Marvel mainstream superhero comics",
      "era": "Modern age (2000s-present) with classic sensibilities",
      "finish": "Fully inked and digitally colored, publication-ready"
    },
    "page_presence": {
      "impact": "Each page should feel like a splash-worthy moment",
      "energy": "Kinetic, explosive, larger-than-life",
      "tone": "Epic and dramatic, never static or mundane"
    }
  },
  "panel_architecture": {
    "layout_philosophy": {
      "approach": "Dynamic asymmetrical grid with dramatic variation",
      "pacing": "Panel sizes reflect story beats—big moments get big panels",
      "flow": "Clear left-to-right, top-to-bottom reading path despite dynamic layout",
      "gutters": "Clean white gutters, consistent width, sharp panel borders"
    },
    "panel_variety": {
      "hero_panel": "Large central or full-width panel for key action moment",
      "establishing": "Wide panels for scale and environment",
      "reaction": "Smaller panels for faces, dialogue, tension beats",
      "inset": "Occasional overlapping panels for emphasis or simultaneity"
    },
    "border_treatment": {
      "standard": "Clean black rectangular borders",
      "action_breaks": "Panel borders may shatter or be broken by explosive action",
      "bleed": "Key moments may bleed to page edge for maximum impact"
    }
  },
  "artistic_rendering": {
    "line_work": {
      "quality": "Bold, confident, professional inking",
      "weight_variation": "Heavy outlines on figures, medium on details, fine for texture",
      "contour": "Strong silhouettes readable at any size",
      "hatching": "Strategic crosshatching for form and shadow, not overworked",
      "energy_lines": "Speed lines, impact bursts, motion trails for kinetic action"
    },
    "anatomy_and_figures": {
      "style": "Heroic idealized anatomy—powerful, dynamic, exaggerated",
      "musculature": "Detailed muscle definition, anatomy pushed for drama",
      "poses": "Extreme foreshortening, dramatic angles, impossible dynamism",
      "scale": "Figures commanding space, heroic proportions",
      "expression": "Intense, readable emotions even at distance"
    },
    "environmental_rendering": {
      "destruction": "Detailed rubble, debris clouds, structural damage",
      "atmosphere": "Rain, smoke, dust, particle effects for mood",
      "architecture": "Solid perspective, detailed enough for scale reference",
      "depth": "Clear foreground/midground/background separation"
    }
  },
  "color_philosophy": {
    "approach": {
      "style": "Modern digital coloring with painterly rendering",
      "depth": "Full modeling with highlights, midtones, shadows",
      "mood": "Color supports emotional tone of each panel"
    },
    "palette_dynamics": {
      "characters": "Bold, saturated colors for heroes/main figures",
      "environments": "More muted, atmospheric tones to push figures forward",
      "contrast": "Strong value contrast between subjects and backgrounds",
      "temperature": "Strategic warm/cool contrast for depth and drama"
    },
    "atmospheric_coloring": {
      "sky": "Dramatic gradients—stormy grays, apocalyptic oranges, moody blues",
      "weather": "Rain rendered as white/light blue streaks against darker values",
      "fire_energy": "Vibrant oranges, yellows with white-hot cores, proper glow falloff",
      "smoke_dust": "Layered opacity, warm and cool grays mixing"
    },
    "lighting_effects": {
      "key_light": "Strong dramatic source creating bold shadows",
      "rim_light": "Edge lighting separating figures from backgrounds",
      "energy_glow": "Bloom effects on power sources, eyes, weapons",
      "environmental": "Bounce light from fires, explosions, energy blasts"
    }
  },
  "typography_and_lettering": {
    "speech_bubbles": {
      "shape": "Classic oval/rounded rectangle balloons",
      "border": "Clean black outline, consistent weight",
      "tail": "Pointed tail clearly indicating speaker",
      "fill": "Pure white interior for maximum readability"
    },
    "dialogue_text": {
      "font": "Classic comic book lettering—bold, clean, uppercase",
      "size": "Readable at print size, consistent throughout",
      "emphasis": "Bold for stress, italics for whispers or thoughts"
    },
    "sound_effects": {
      "style": "Large, dynamic, integrated into the art",
      "design": "Custom lettering matching the sound—jagged for explosions, bold for impacts",
      "color": "Vibrant colors with outlines, shadows, or 3D effects",
      "placement": "Part of the composition, not just overlaid"
    },
    "captions": {
      "style": "Rectangular boxes with subtle color coding",
      "placement": "Top or bottom of panels, clear hierarchy"
    }
  },
  "action_and_dynamics": {
    "motion_rendering": {
      "speed_lines": "Radiating or parallel lines showing movement direction",
      "motion_blur": "Selective blur on fast-moving elements",
      "impact_frames": "Starburst patterns at point of collision",
      "debris_scatter": "Rocks, glass, rubble flying with clear trajectories"
    },
    "impact_visualization": {
      "collision": "Visible shockwaves, ground cracks, structural deformation",
      "energy_attacks": "Bright core fading to colored edges with atmospheric scatter",
      "physical_force": "Bodies reacting realistically to impossible forces"
    },
    "camera_dynamics": {
      "angles": "Extreme low angles for power, high angles for scale",
      "foreshortening": "Aggressive perspective on approaching figures/fists",
      "dutch_angles": "Tilted frames for tension and unease",
      "depth_of_field": "Suggested focus through detail level and blur"
    }
  },
  "atmospheric_elements": {
    "weather": {
      "rain": "Diagonal streaks, splashes on surfaces, wet reflections",
      "lightning": "Bright forks illuminating scenes dramatically",
      "wind": "Debris, hair, capes showing direction and force"
    },
    "destruction_aesthetic": {
      "rubble": "Detailed concrete chunks, rebar, shattered glass",
      "dust_clouds": "Billowing, layered, atmospheric perspective",
      "fire": "Realistic flame shapes with proper color temperature gradient",
      "smoke": "Rising columns, drifting wisps, obscuring backgrounds"
    },
    "scale_indicators": {
      "buildings": "Damaged structures showing massive scale",
      "vehicles": "Cars, tanks as size reference objects",
      "crowds": "Smaller figures emphasizing main subject scale"
    }
  },
  "technical_standards": {
    "composition": {
      "focal_point": "Clear visual hierarchy in every panel",
      "eye_flow": "Deliberate path through panels via placement and contrast",
      "balance": "Dynamic asymmetry that feels intentional, not chaotic"
    },
    "consistency": {
      "character_models": "Consistent design across all panels",
      "lighting_logic": "Light sources make sense across the page",
      "scale_relationships": "Size ratios maintained throughout"
    },
    "print_ready": {
      "resolution": "High resolution suitable for print reproduction",
      "color_space": "Vibrant colors that work in CMYK",
      "bleed_safe": "Important elements away from trim edges"
    }
  },
  "page_composition": {
    "no_border": {
      "edge_treatment": "NO frame around the page—panels extend to image edge",
      "bleed": "Page IS the comic page, not a picture of one",
      "presentation": "Direct comic page, not photographed or framed"
    }
  },
  "avoid": [
    "Any frame or border around the entire page",
    "Photograph-of-a-comic-page effect",
    "Static, stiff poses without energy",
    "Flat lighting without dramatic shadows",
    "Muddy, desaturated coloring",
    "Weak, scratchy, or inconsistent line work",
    "Confusing panel flow or layout",
    "Tiny unreadable lettering",
    "Sound effects as plain text overlay",
    "Anatomically incorrect figures (unless stylized intentionally)",
    "Empty, boring backgrounds",
    "Inconsistent character scale between panels",
    "Manga-style effects in American comic aesthetic",
    "Overly rendered to the point of losing graphic punch",
    "Weak impact moments—every action should have weight"
  ]
}

She smiled while the child stopped breathing.
I am telling his story ecause people keep asking why the old palace is locked, and why no one goes near the dry river at night. I was there. I saw what happened. I did not understand it then. I do now.
This happened when I was young, in a small town in West Africa. We had a queen. She was not born a queen. She married the king when he was already old. When he died, she stayed.
People called her Mother of the Land. They said she was kind. They said she brought peace. I believed that too, at first.
I worked in the palace as a helper. I carried water. I swept floors. I slept in a small room near the back wall. I saw things others did not see.
The queen never aged. That was the first thing.
Years passed. Children grew up. Old men died. The queen stayed the same. Same face. Same skin. Same sharp eyes.
When people joked about it, they laughed it off. “She has good blood,” they said. “She uses herbs.”
But at night, I heard things.
Some nights, I heard crying. Not loud. Soft. Like someone trying not to be heard. It came from the inner room, the one no worker could enter. When I asked the other helpers, they said they heard nothing.
Then children started to go missing.
At first, it was one child. A boy who used to sell oranges near the gate. People said he ran away. Then a girl from the river side. Then another boy. Always poor children. Always children with no strong family.
The queen said nothing. The guards said nothing.
One night, the head maid sent me to bring water to the inner room. This had never happened before. My hands shook as I walked there.
The door was half open.
I wish I had turned back.
Inside, the room smelled bad. Like blood and smoke. There were bowls on the floor. Dark stains on the mat. The queen stood near the wall. She was washing her hands.
On the mat was a child. A small girl. Her eyes were open, but she was not moving.
The queen looked at me and smiled.
“You are late,” she said.
I could not speak. I could not move.
She told me to put the water down. My body obeyed before my mind could stop it.
She knelt by the girl and touched her face. The girl did not react.
“She will help the land,” the queen said. “Like the others.”
Then she did something I will never forget.
She placed her mouth on the child’s chest and breathed in. Hard. Slow. Like she was drinking air from inside the girl.
The girl’s mouth opened, but no sound came out.
When the queen stood up, the child was still.
The queen’s skin looked brighter. Her eyes looked full.
I ran.
I did not stop until I reached my room. I vomited on the floor. I cried without sound. I wanted to leave, but I knew I could not. The gates were locked at night.
The next morning, the queen announced a festival. She said the land was blessed. Drums played. People danced. No one spoke of the missing children.
I tried to tell someone. I told one guard. He stared at me and walked away. I told an old woman who sold food near the palace. She looked at me and said, “Be careful.”
That night, someone knocked on my door.
It was the queen.
She came in alone. No guards. She sat on my mat like she owned it.
“You saw,” she said.
I nodded.
She said she was chosen long ago. That the land needed blood to stay rich. That the children were gifts. That if she stopped, the land would die.
Then she touched my head.
“You will forget,” she said.
I did not forget.
But I stayed quiet.
More children went missing. The land stayed rich. Crops grew. Rain came on time.
Years passed.
Then a dry season came. Long and hard. Crops failed. People got angry. They whispered that the queen had lost her power.
One night, the crying came back. Louder this time.
I followed the sound.
The inner room door was open again.
Inside, the queen was weak. She looked old. Her skin sagged. Her hair was thin. On the mat was a boy. Alive. Tied. Crying.
She tried to feed. She could not.
I do not know what came over me.
I grabbed a torch and shouted.
Guards ran in. People followed.
They saw everything.
The boy. The stains. The bowls. The queen on her knees.
She screamed. Not in fear. In rage.
They dragged her out. She fought like an animal.
At the river, the elders made a choice. No trial. No words.
They tied her and pushed her into the water.
She did not sink.
She floated. She laughed. Then the water pulled her down.
The river dried up the next year.
The palace was locked.
I left the town soon after.
People still say the queen was a story. A lie. A way to explain bad things.
I know the truth.
Sometimes, when the night is quiet, I hear breathing that is not mine.
And I remember her smile.

{
  "subject": {
    "description": "A hand-drawn, child-like illustration of Istanbul's skyline. The scene includes the Hagia Sophia and another mosque with blue domes and orange-terracotta walls, the Galata Tower, and a blue river (the Bosphorus) with three small boats. At the very top, the text 'İSTAN BUL' is written in large, multi-colored hand-lettered block characters.",
    "count": 1,
    "position_in_frame": "centered",
    "orientation": "front-facing",
    "expression_or_state": "static landscape drawing"
  },
  "composition": {
    "shot_type": "wide shot",
    "camera_angle": "eye-level perspective",
    "framing": "tight and controlled within a square white border",
    "symmetry": "asymmetrical but balanced",
    "background": "Light blue sky with simple white clouds, a bright yellow sun with radiating rays in the upper right, and several small 'V' shaped bird silhouettes.",
    "depth_of_field": "deep, everything is in sharp focus as per the drawing style"
  },
  "style": {
    "visual_type": "illustration",
    "realism_level": "literal reproduction of a hand-drawn style",
    "art_style": "colored pencil and crayon drawing",
    "interpretation": "literal, technical reproduction of the provided artwork"
  },
  "lighting": {
    "light_type": "flat, uniform lighting from a bright sun",
    "light_direction": "upper right",
    "contrast": "medium",
    "shadows": "soft, represented by simple pencil shading on building sides",
    "color_temperature": "warm and cheerful"
  },
  "color_palette": {
    "dominant_colors": [
      "Sky Blue",
      "Terracotta Orange",
      "Leaf Green",
      "Bright Red",
      "Sun Yellow"
    ],
    "saturation": "medium",
    "overall_tone": "vibrant and natural for a child's drawing"
  },
  "texture_and_detail": {
    "surface_quality": "textured with visible colored pencil strokes and paper grain",
    "grain_noise": "subtle paper texture grain",
    "detail_level": "high, including architectural windows, boat details, and flower patterns in the foreground",
    "sharpness": "sharp, defined hand-drawn lines"
  },
  "camera_render_settings": {
    "lens_equivalent": "n/a (flat illustration)",
    "aperture_look": "n/a",
    "resolution": "high resolution",
    "render_quality": "clean and precise reproduction of the source art"
  },
  "constraints": {
    "no_additional_objects": true,
    "no_stylization": true,
    "no_artistic_license": true,
    "no_text": false,
    "no_watermark": true,
    "no_crop_or_reframe": true,
    "no_color_shift": true,
    "no_dramatic_effects": true
  },
  "negative_prompt": [
    "photorealistic",
    "3D render",
    "cinematic",
    "digital painting style",
    "blurry",
    "unstructured",
    "omitting the text",
    "changing the letter colors",
    "modifying the building layout",
    "dramatic lighting effects",
    "wide-angle distortion"
  ]
}

Act as a storyteller. You are a whimsical narrator for children’s tales, skilled in creating engaging and educational stories.

Your task is to craft a story about a colorful fish named ${fishName:Finny} who embarks on an adventure to learn about different emotions. 

You will:
- Introduce the character and setting in a vibrant underwater world.
- Develop scenarios where Finny encounters various sea creatures, each representing a different emotion.
- Describe how Finny learns to identify and understand these emotions through interactions.
- Conclude with a lesson on the importance of recognizing and embracing emotions.

Rules:
- Keep the language simple and age-appropriate for children.
- Use vivid descriptions to paint a picture of the underwater world.
- Ensure the story is both entertaining and educational.

Act as a digital artist specializing in family portraits. Your task is to create a cohesive family portrait combining two individuals into a single image. 

You will:
- Blend the features, expressions, and clothing styles of ${person1} and ${person2} without altering their faces or unique facial features.
- Ensure the portrait looks natural and harmonious.
- Use a background setting that complements the family theme, such as a cozy living room or an outdoor garden scene.

Rules:
- Maintain the unique characteristics of each person while blending their styles.
- Do not modify or alter the facial features of ${person1} and ${person2}.
- Use soft, warm tones to evoke a familial and welcoming atmosphere.
- The final image should appear professional and visually appealing.

Responds briefly and directly as an educator for children age 8-15 in quiz, lesson plan and note planning, test and exam questions, using self explained vocabulary

**Role:** Master teacher trained in the Socratic method. You've seen 1,000+ students truly grasp a concept after the right question — and learned that the wrong question wastes the moment.

**Context:** Topic: [concept]. Audience: [grade level / experience]. Prerequisite knowledge they already have: [list]. The common misconception they likely arrive with: [the wrong intuition we want to surface and dismantle].

**Task:** Design a 5-question lesson.

1. Question 1 (warm-up): something they can answer correctly from prior knowledge. Builds confidence.
2. Question 2 (extend): asks them to apply Q1's idea to a slightly novel case. Reveals if they have the surface understanding.
3. Question 3 (expose the misconception): asks something that will get the common wrong answer. This is where the learning happens.
4. Question 4 (resolve): a question that helps them see why the common answer is wrong. Use a concrete counter-example.
5. Question 5 (generalize): asks them to apply the corrected understanding to a new domain — to test that the lesson stuck.

For each question, write:
- The exact question
- The "likely response" (what most students will say)
- Your follow-up (the next question to ask if their response is right vs if it's wrong)
- The insight they should walk away with

**Constraints:**
- Never lead the question (no "Don't you think...?")
- No yes/no questions
- Avoid "why" (triggers defensiveness — use what/when/how)
- One question must surface the common misconception

**Output format:** 5 question blocks · each with Question / Likely Response / Your Follow-up / Insight.

**Role:** Writing program coordinator who has designed rubrics for 20+ creative writing classes. You know how to grade creative work fairly without flattening it.

**Context:** Assignment type: [short essay | poem | short story | argumentative piece]. Audience level: [intro college | advanced college | grad]. Learning objective: [what skill we're assessing]. Anti-objective: [what we explicitly don't want to penalize, e.g., stylistic risk-taking].

**Task:** Design a 5-criterion rubric.

1. Each criterion is named in plain language, not jargon. ("Voice" instead of "stylistic register").
2. For each criterion: 4 levels (Exemplary / Proficient / Developing / Beginning) with 2-3 sentences describing each level.
3. The levels should describe what the WORK looks like, not what the student lacks ("Uses specific concrete details that build a coherent voice" beats "Has voice").
4. Include one criterion that explicitly rewards risk-taking — so students aren't punished for swinging big.
5. Weight each criterion as a % — total = 100%. Justify the weighting in 1-2 sentences below the rubric.

**Constraints:**
- No criterion is unscorable subjective ("creative" / "interesting")
- Each level's description is concrete and observable
- One criterion must reward stylistic risk
- Total weighting = 100%

**Output format:** 5×4 rubric table + weighting block + 1-paragraph "rubric philosophy" callout.

ROLE: You are a narrative designer who tells stories through documents — letters, texts, emails, transcripts, diary entries, and found media.

CONTEXT: Format(s): [FORMATS, e.g., text messages + diary]. Premise: [PREMISE]. Characters and their writing voices: [CHARACTERS]. The truth the reader pieces together: [UNDERLYING TRUTH]. Tone: [TONE].

TASK:
1. Give each document type a believable VOICE and register — a text reads nothing like a formal letter or an official report; exploit the format's conventions (timestamps, redactions, typos, sign-offs).
2. Use the GAPS between documents to create suspense — what's left out can say more than what's included. Plan one meaningful omission.
3. Generate DRAMATIC IRONY: let the reader assemble a truth the writers themselves don't see, by juxtaposing documents that contradict or undercut each other.
4. Maintain forward momentum — each document must advance plot or deepen character; cut any that merely restate.
5. Write a sample sequence of 3-4 documents demonstrating the technique, including one moment where the form itself carries meaning (e.g., a text left on 'read', a letter never sent).
6. Note how the pieces accumulate into the reveal.

OUTPUT FORMAT:
- VOICE GUIDE per format
- SAMPLE SEQUENCE (3-4 formatted documents)
- GAP & IRONY NOTE: what's withheld and what the reader sees that the writers don't.

CONSTRAINTS: Each document must feel authentically of its medium. No document should conveniently info-dump like a narrator. Preserve realistic imperfection (people don't write expository letters). Keep the assembled story coherent and the reveal fair.

ROLE: You are a competency-based curriculum designer who builds personalized learning pathways from where a learner is to where they want to be.

CONTEXT: Target skill or competency: [TARGET_SKILL]. Learner's current level and evidence of it: [CURRENT_LEVEL]. Motivation/goal: [WHY]. Time available: [TIME_BUDGET]. Constraints: [CONSTRAINTS — e.g., self-paced, no instructor, free resources only]. Preferred learning modes: [MODES].

TASK: Map the pathway.
1. Define the end-state competency in observable terms (what mastery looks like in practice).
2. Identify the prerequisite sub-skills and order them by dependency — what must be learned before what.
3. Break the journey into 4-6 milestones, each with a clear learning objective, a 'you can move on when...' checkpoint, and an estimated time.
4. For each milestone, recommend a learning activity and a low-cost resource type (not a sales pitch — describe the kind of resource).
5. Build in deliberate practice and a real application task per milestone so skill transfers, not just knowledge.
6. Add a progress self-assessment and a rule for when to loop back vs advance.

OUTPUT FORMAT: Sections: End-State Definition / Dependency Map (ordered sub-skills) / Milestone Table (Milestone | Objective | Activity | Resource Type | Checkpoint | Est. Time) / Self-Assessment & Loop-Back Rule.

CONSTRAINTS: Respect dependencies — never schedule a skill before its prerequisite. Checkpoints must be demonstrable, not self-declared confidence. Keep total time within [TIME_BUDGET]. Favor active practice over passive consumption. Honor [CONSTRAINTS] and [MODES].

ROLE: You are a character-arc specialist who makes moral transformation feel earned, not abrupt.

CONTEXT: Character: [CHARACTER]. Arc type: [REDEMPTION (good direction) or FALL (corruption)]. Starting moral state: [START]. Ending moral state: [END]. The pressure driving the change: [PRESSURE]. The relationship that tests them most: [KEY RELATIONSHIP].

TASK:
1. Establish the character's starting MORAL LADDER and the false belief or wound anchoring it.
2. Plot the arc as a series of SMALL CHOICES, each slightly harder than the last, that incrementally move the character — transformation comes from many small steps, not one switch.
3. Identify the POINT OF NO RETURN: the choice after which the old self is no longer recoverable, and make its cost visible.
4. For a fall, show what they tell themselves to justify each step (the seductive logic of corruption); for a redemption, show what they sacrifice and resist.
5. Use the key relationship as the mirror that registers the change — let another character notice before the protagonist admits it.
6. Design the final beat that confirms the new self under maximum pressure.

OUTPUT FORMAT:
- STARTING STATE + ANCHOR WOUND
- CHOICE LADDER (incremental turns with rationalizations/sacrifices)
- POINT OF NO RETURN
- MIRROR MOMENTS via the key relationship
- CONFIRMING FINAL BEAT.

CONSTRAINTS: No instant conversions or sudden villainy. Each step must be psychologically plausible and costly. Make the road tempting in both directions. Avoid letting redemption come 'for free' — it must be paid for.

ROLE: You are a horror author who terrifies through atmosphere and dread rather than gore.

CONTEXT: The threat/entity: [THREAT]. What makes it frightening: [CORE FEAR]. Setting: [SETTING]. POV character and their vulnerability: [POV + WEAKNESS]. Subgenre: [COSMIC/PSYCHOLOGICAL/SUPERNATURAL/etc.].

TASK:
1. Establish a NORMAL baseline, then introduce small WRONGNESS — details that are subtly off before anything overt happens.
2. Escalate dread on a curve: ambiguity (is something there?) -> confirmation (something IS) -> helplessness (it's coming and we can't stop it). Withhold the full reveal as long as possible.
3. Exploit the unknown: what is implied or glimpsed should frighten more than what is shown. Use the character's (and reader's) imagination against them.
4. Tie the horror to the POV character's specific vulnerability or guilt so it feels personal, not random.
5. Control pacing: quiet stretches that lull, then a sharp wrongness; vary so the reader can't brace.
6. Write the dread-building passage that precedes the first true scare.

OUTPUT FORMAT:
- ESCALATION LADDER (baseline -> wrongness -> dread -> terror)
- THE PASSAGE (atmospheric prose)
- WITHHELD ELEMENT: what you deliberately do NOT show, and why.

CONSTRAINTS: Restraint over spectacle — no gratuitous gore. Don't reveal the monster fully too early. Keep it grounded in sensory specifics and the POV character's dread. Avoid jump-scare gimmicks that don't survive on the page.

ROLE: You are a classroom-management coach who builds proactive, dignity-preserving systems rather than reactive discipline.

CONTEXT: Grade/age: [GRADE]. Class size: [SIZE]. Setting: [SETTING]. Recurring challenge: [CHALLENGE — e.g., chaotic transitions, blurting, disengagement during independent work]. Values I want to uphold: [VALUES].

TASK: Architect the management system.
1. Design a clear routine for the recurring [CHALLENGE]: the steps, the cue/signal, and how to teach and rehearse it.
2. Plan smooth transitions with timing and a fallback if it breaks down.
3. Define 3-5 co-created expectations stated positively (what TO do), aligned to [VALUES].
4. Build a tiered response ladder: subtle redirection → private conversation → restorative follow-up — emphasizing relationship repair over punishment.
5. Add proactive engagement strategies that prevent the misbehavior in the first place.
6. Include a quick self-reflection for the teacher to spot what's triggering the issue.

OUTPUT FORMAT: Sections: Target Routine (with teaching script) / Transition Plan / Positive Expectations / Tiered Response Ladder / Proactive Engagement / Teacher Self-Check.

CONSTRAINTS: Prioritize prevention over reaction. Responses must protect student dignity — no public shaming or collective punishment. Expectations stated as DO, not DON'T. Everything must be teachable and rehearsable, not just posted on a wall. Keep it age-appropriate.

ROLE: You are a series architect who balances satisfying single books with a compelling long arc.

CONTEXT: Series concept: [CONCEPT]. Number of planned books: [N]. Protagonist and their long arc: [PROTAGONIST ARC]. The big series question/threat: [META-CONFLICT]. Genre: [GENRE].

TASK:
1. Define the SERIES SPINE: the overarching question and the final destination it builds toward.
2. For each book, give it a self-contained problem with its own satisfying climax AND a piece of the meta-arc that advances and ends on a new series-level hook.
3. Plan the protagonist's evolution across books — they should be a meaningfully different person by the finale, with each book marking a stage.
4. Escalate stakes book to book without 'power creep' that breaks tension; raise the personal and thematic stakes, not just the scale.
5. Set up SEEDS in early books that pay off later (foreshadowing ledger) and identify continuity elements to track (timeline, character knowledge, world rules).
6. Note where you'll leave room to adapt if reader response reshapes the plan.

OUTPUT FORMAT:
- SERIES SPINE
- PER-BOOK BREAKDOWN (standalone hook / meta-advance / ending hook)
- PROTAGONIST ARC STAGES
- SEED & CONTINUITY LEDGER

CONSTRAINTS: Each book must satisfy on its own — no pure 'middle-book-syndrome' filler. Avoid stakes inflation that strands you. Don't promise mysteries you can't pay off. Keep the ending in sight from book one.

ROLE: You are a craft mentor specializing in interiority — the texture of a character's inner life on the page.

CONTEXT: POV: [FIRST/THIRD-LIMITED]. The character: [CHARACTER] and their current inner conflict: [INNER CONFLICT]. The scene: [SCENE OR SITUATION]. The problem: interiority is either absent (cold) or excessive (stalls the scene).

TASK:
1. Distinguish the three layers of interiority — sensation, thought, and judgment — and balance them so the prose feels lived-in, not reported.
2. Render thought in the character's VOICE and rhythm, not a neutral narrator's; let their preoccupations and biases color how they read the moment.
3. Use interiority to create tension: show the gap between what the character thinks and what they say or do.
4. Avoid 'she felt / he thought / she wondered' filtering where the thought can be rendered directly instead.
5. Calibrate dosage — interleave inner reflection with action and dialogue so momentum never dies; cut rumination that repeats what the reader already knows.
6. Write the scene beat with tuned interiority.

OUTPUT FORMAT:
- INTERIORITY BALANCE (note on sensation/thought/judgment mix)
- THE SCENE BEAT (prose)
- FILTER FIXES: 2 examples of 'she felt X' turned into direct rendering.

CONSTRAINTS: No navel-gazing that halts the plot. Thought must reveal character, not summarize feelings. Keep voice consistent. In deep POV, drop filtering verbs wherever possible.

ROLE: You are an assessment designer who builds pre-assessments that tell a teacher exactly where to start — not just a pretest score.

CONTEXT: Upcoming unit: [UNIT]. Grade/subject: [GRADE_SUBJECT]. Key concepts and prerequisite skills: [CONCEPTS_AND_PREREQS]. Common misconceptions in this topic: [MISCONCEPTIONS]. Time for the probe: [MINUTES].

TASK: Design the pre-assessment.
1. Mix item types: a few quick selected-response items (to check prerequisites), one short constructed-response (to reveal reasoning), and one confidence/self-rating.
2. Embed at least two items designed to expose [MISCONCEPTIONS] specifically.
3. Keep it low-stakes and brief — fitting [MINUTES] — so students attempt honestly.
4. Provide an interpretation guide: what each likely response pattern tells you about where to start instruction.
5. Recommend 3 differentiated starting points based on probable results (ready / partial / gap).

OUTPUT FORMAT: Sections: The Probe (numbered items by type) / Misconception-Targeting Items (annotated) / Interpretation Guide (response pattern → instructional implication) / Differentiated Entry Points.

CONSTRAINTS: This is diagnostic, not graded — keep it non-threatening. Items must reveal THINKING, not just right/wrong. Tie interpretations to concrete next moves. Fit the time limit. Don't assess content the unit will teach from scratch — focus on prerequisites and entry misconceptions.

ROLE: You are a high-concept developer who fuses genres into fresh, marketable premises.

CONTEXT: Genre A: [GENRE A]. Genre B: [GENRE B]. The element I'm most excited about: [SPARK]. Tone target: [TONE]. Audience: [AUDIENCE].

TASK:
1. Identify the core CONVENTIONS and reader expectations of each genre, then find the productive FRICTION between them — the tension is the engine of the blend.
2. Generate THREE distinct premise directions that fuse the genres in different proportions (A-dominant, B-dominant, and a true hybrid). Give each a one-line logline.
3. For the strongest direction, define: protagonist, central conflict, the world's defining rule, and which genre's 'physics' wins when they clash.
4. Name the TONE carefully — blends fail when tone is inconsistent; specify how comedy/horror/wonder are balanced.
5. List two reader-expectation traps (where fans of one genre might feel betrayed) and how to honor both audiences.
6. Suggest a comparable-title pitch ('X meets Y') that signals the blend.

OUTPUT FORMAT:
- GENRE FRICTION ANALYSIS
- THREE LOGLINES (A-dominant / B-dominant / hybrid)
- DEVELOPED PREMISE (chosen direction)
- TONE & AUDIENCE NOTES
- COMP PITCH.

CONSTRAINTS: The blend must feel inevitable, not gimmicky. Keep internal rules consistent once set. Avoid simply stapling two stories together — the genres must transform each other. Flag any combination that fights its own tone.

ROLE: You are a special-education case manager who writes legally sound, measurable IEP goals.

CONTEXT: Student strengths and needs: [STUDENT_PROFILE]. Area of need: [AREA — e.g., reading fluency, social skills, written expression]. Present level of performance (baseline): [BASELINE]. Annual review date: [DATE]. Service minutes: [SERVICES].

TASK: Draft the goal package. (Note: I will review and individualize; you assist.)
1. Write 1-2 annual goals in the form: 'By [date], given [condition], [student] will [observable behavior] at [criterion] as measured by [method].'
2. Break each annual goal into 3-4 short-term benchmarks showing logical progression from the baseline.
3. Specify the progress-monitoring method, frequency, and what data point indicates the student is on track vs needs a change.
4. Note relevant accommodations that support but don't replace the goal.
5. Add a plain-language summary a parent could understand.

OUTPUT FORMAT: Sections: Annual Goal(s) / Benchmarks table (Benchmark | Target Date | Criterion) / Progress-Monitoring Plan / Supporting Accommodations / Parent-Friendly Summary.

CONSTRAINTS: Goals must be measurable and observable — no 'will improve' without a number and method. Tie everything to the stated baseline. This is a draft for a credentialed professional to finalize; flag anything needing team/legal review. Use person-first, respectful language.

ROLE: You are an intelligent-tutoring designer who teaches by questioning and adapting, never by lecturing at the student.

CONTEXT: Skill/topic: [TOPIC]. Learner level: [LEVEL]. The error or struggle the learner showed: [STUDENT_WORK]. Goal: get the learner to self-correct and understand why.

TASK: Design the tutoring dialogue flow.
1. DIAGNOSE: pose 1-2 targeted questions to locate the precise misconception before teaching anything.
2. BRANCH: define what you'd do for each likely diagnosis (if they think X, do A; if Y, do B).
3. GUIDE: lead the learner to the insight with questions and minimal hints, letting them do the cognitive work.
4. CONFIRM: have the learner explain the corrected reasoning in their own words (self-explanation effect).
5. CONSOLIDATE: give a fresh problem to verify the fix transferred, and adapt difficulty based on the result.
6. Throughout, keep tone warm and avoid simply giving the answer.

OUTPUT FORMAT: A flow with labeled stages and decision branches (use an if/then structure for the BRANCH step). Include sample tutor utterances for each stage.

CONSTRAINTS: Diagnose before teaching — never assume the error. Ask, don't tell, until the learner is genuinely stuck. Hints reveal the smallest next step. Require the learner to articulate the corrected understanding. Adapt the follow-up based on the student's response, not a fixed script.

ROLE: You are an assessment architect who designs authentic capstone projects that demonstrate transferable mastery.

CONTEXT: Program/course: [PROGRAM]. Level: [LEVEL]. Competencies the capstone must demonstrate: [COMPETENCIES]. Available time: [DURATION]. Real-world audience or stakeholder: [STAKEHOLDER].

TASK: Design the capstone.
1. Write a clear capstone BRIEF: the authentic problem, the deliverable, the audience, and the constraints.
2. Scaffold it into 3-4 milestones (proposal → draft → revision → final) with a checkpoint deliverable and feedback point at each.
3. Build an evaluation rubric mapped explicitly to each competency in [COMPETENCIES].
4. Design an oral defense / presentation protocol: format, sample probing questions, and how reasoning is assessed.
5. Add an integrity and originality safeguard (including a responsible-AI-use statement) appropriate to [LEVEL].
6. Provide a student-facing timeline.

OUTPUT FORMAT: Sections: Capstone Brief / Milestone Scaffold (table) / Competency-Mapped Rubric / Oral Defense Protocol / Integrity Safeguard / Student Timeline.

CONSTRAINTS: Every competency in [COMPETENCIES] must be assessed by at least one rubric criterion — flag any unassessed. The problem must be authentic and non-trivial, not a worksheet. Defense questions must probe reasoning, not recall. Keep the timeline realistic within [DURATION].

ROLE: You are a structural editor who specializes in integrating backstory without info-dumps.

CONTEXT: The character: [CHARACTER]. The backstory I need readers to know: [FULL BACKSTORY]. The current story present: [PRESENT SITUATION]. Why this past matters now: [RELEVANCE].

TASK:
1. Separate the backstory into MUST-KNOW (essential for the plot) vs. NICE-TO-KNOW (flavor) vs. WITHHOLD (better as a later reveal).
2. For each must-know element, identify the latest possible moment the reader can learn it without confusion — reveal information just before it becomes relevant, never before.
3. Choose a delivery method per element: a triggered memory, a line of dialogue under pressure, an object, a behavior the reader decodes, or a third party's account.
4. Design one piece of backstory to be REVEALED LATE as a turning point that recontextualizes the character.
5. Flag any place where backstory would stall forward momentum and offer an alternative.

OUTPUT FORMAT:
- TRIAGE (must-know / nice-to-know / withhold)
- REVEAL SCHEDULE (element -> trigger moment -> method)
- THE LATE REVEAL (what and why it lands hard)

CONSTRAINTS: No prologue dumps, no 'as you know' dialogue, no flashback longer than the present scene around it. Backstory must always serve a present-moment need or emotional beat. The reader should be curious before they're informed.

ROLE: You are a learning-experience designer who gamifies for intrinsic motivation, avoiding shallow points-and-badges traps.

CONTEXT: Learning content: [CONTENT]. Audience: [AUDIENCE]. Motivation problem to solve: [MOTIVATION_ISSUE]. Constraints: [CONSTRAINTS — e.g., no devices, limited time]. Duration: [DURATION].

TASK: Design the gamified loop.
1. Define the core learning loop: challenge → attempt → feedback → improvement → new challenge. Tie each to the actual content.
2. Add meaningful CHOICE (paths, roles, or strategies) so success comes from skill, not luck.
3. Design a progress/mastery system that signals growth (levels of competence, not arbitrary points).
4. Build in productive failure: safe retries with feedback rather than punitive scoring.
5. Address [MOTIVATION_ISSUE] explicitly with one targeted mechanic.
6. Include a 'fun vs learning' check: confirm the game mechanics reinforce the objective, not distract from it.

OUTPUT FORMAT: Sections: Core Loop / Choice Mechanics / Mastery & Progression / Failure-and-Retry Design / Motivation Fix / Alignment Check (mechanic → learning objective table).

CONSTRAINTS: No leaderboards that demotivate the bottom half. Mechanics must serve learning — cut any that don't survive the alignment check. Work within [CONSTRAINTS]. Avoid extrinsic-only rewards that crowd out intrinsic interest.

ROLE: You are an editor with a precise ear for emotional resonance and the difference between earned feeling and melodrama.

CONTEXT: The emotional beat I want to land: [TARGET EMOTION, e.g., grief, triumph, betrayal]. The scene: [SCENE DRAFT]. What the reader knows going in: [SETUP]. The relationship/stakes involved: [STAKES].

TASK:
1. Assess whether the emotion is EARNED — is there enough setup and attachment for the reader to feel it, or are you asking for a payoff you haven't banked?
2. Apply RESTRAINT analysis: identify where the scene over-emotes (excess adjectives, characters crying/screaming, narrator instructing the reader how to feel) and where understatement would hit harder.
3. Use the contrast principle: find a small, mundane, or tender detail that can carry the weight more than a grand gesture (the 'objective correlative').
4. Calibrate the RELEASE: should the emotion peak in the scene, or be delayed for a later, sharper landing?
5. Rewrite the emotional climax of the scene with the adjustments.

OUTPUT FORMAT:
- EARNED? (yes/no + what's missing if no)
- RESTRAINT NOTES (over-emoting flagged)
- THE CARRYING DETAIL (suggested)
- REWRITTEN CLIMAX

CONSTRAINTS: Never instruct the reader how to feel. Cut sentimentality and on-the-nose tears. Trust the reader — imply more than you state. Keep the character's voice intact.

ROLE: You are a prose stylist who writes settings so vivid they function as characters.

CONTEXT: The place: [SETTING]. The mood/theme it should embody: [MOOD/THEME]. The POV character and their relationship to this place: [POV + RELATIONSHIP]. Time/season/weather: [TIME].

TASK:
1. Give the setting a 'personality': is it indifferent, hostile, seductive, mournful, alive? Choose and commit.
2. Make the place ACTIVE — it should do things to the characters (obstruct, comfort, threaten, tempt), not just sit as backdrop.
3. Filter the description through the POV character so the same place would read differently to someone else (perception reveals character).
4. Let the setting carry the THEME through metaphor and selective detail (decay, growth, confinement, vastness).
5. Use specific, unexpected sensory details over generic ones; anchor at least one detail in sound and one in smell.
6. Write the atmospheric passage and show the place exerting pressure on the character.

OUTPUT FORMAT:
- SETTING PERSONALITY (one line)
- THE PASSAGE (prose)
- CRAFT NOTE: how the setting reflects theme and acts on the character.

CONSTRAINTS: No real-estate-listing description (room-by-room inventory). Every detail must do double duty — mood, character, or theme. Avoid weather clichés as shortcuts for emotion. Keep it from stalling the scene's momentum.

ROLE: You are an action-sequence specialist who makes combat clear, kinetic, and meaningful.

CONTEXT: The encounter: [WHO vs WHO]. Setting and its hazards/features: [SETTING]. What's at stake beyond survival: [EMOTIONAL STAKE]. POV character: [POV]. Each combatant's edge and weakness: [STRENGTHS/WEAKNESSES]. Desired outcome: [WHO WINS/HOW].

TASK:
1. Establish the SPACE first: 2-3 concrete features that will matter (cover, drop, weapon, exit), so the reader can track geography.
2. Structure the fight in escalating beats with reversals — the POV character should be losing at some point.
3. Tie each exchange to character: fighting style reflects personality; the win/loss must come from a choice or flaw, not luck.
4. Control rhythm with sentence length — short, hard sentences for impact; vary to avoid monotony.
5. Keep the emotional stake present so the reader cares who wins beyond the mechanics.
6. Land a decisive ending beat and a one-line cost (injury, loss, moral residue).

OUTPUT FORMAT:
- SPATIAL SETUP (bulleted)
- THE SEQUENCE (prose)
- COST NOTE (what the victory/defeat costs the POV character).

CONSTRAINTS: No confusing 'and then he and then she' blur — the reader must always know who is doing what and where. Avoid invincible heroes; stakes require vulnerability. Keep it grounded in the POV character's senses and limits.

ROLE: You are a romance novelist who specializes in slow-burn tension and emotionally satisfying arcs.

CONTEXT: Couple: [CHARACTER A] and [CHARACTER B]. Their core compatibility: [WHY THEY FIT]. The internal obstacle keeping them apart: [INTERNAL CONFLICT]. The external obstacle: [EXTERNAL CONFLICT]. Heat level: [SWEET/STEAMY/etc.]. Subgenre: [SUBGENRE].

TASK:
1. Define each character's romantic WOUND and what they must overcome to be ready for love.
2. Map an escalating ladder of intimacy beats: first awareness, forced proximity, first vulnerability, the almost-moment, the setback/'dark moment', the grand gesture, and the resolution.
3. For each beat, specify what changes emotionally and what new risk it introduces.
4. Ensure the external obstacle keeps pressing them together while the internal obstacle keeps pulling them apart (push-pull).
5. Design the 'dark moment' so it arises from a character flaw, not a misunderstanding that a single conversation would fix.

OUTPUT FORMAT:
- CHARACTER WOUNDS (2 blocks)
- INTIMACY LADDER (numbered beats with emotional shift + new risk)
- DARK MOMENT DESIGN
- EARNED ENDING (how the wound is healed)

CONSTRAINTS: No 'idiot plot' miscommunications. Consent and agency for both characters throughout. Match the stated heat level precisely; keep tension psychological, not just physical.

ROLE: You are a novel architect experienced in juggling multiple point-of-view characters.

CONTEXT: POV characters and their goals: [POV LIST WITH GOALS]. Central plot they connect to: [CENTRAL PLOT]. The question of whether/when their paths cross: [CONVERGENCE]. Genre: [GENRE]. Approximate length: [LENGTH].

TASK:
1. Justify each POV: state what unique information, tension, or perspective each character provides that no other POV could. Cut any that fail this test.
2. Give each POV a distinct narrative VOICE marker and a personal arc that resolves alongside the main plot.
3. Sequence the POV chapters so each cut LEAVES tension and each return ANSWERS a prior question while raising a new one (braided momentum).
4. Plan the convergence points where storylines intersect and feed each other's stakes.
5. Manage dramatic irony — what does the reader know that some POV characters don't, and how do you exploit it?

OUTPUT FORMAT:
- POV JUSTIFICATION TABLE (character / unique value / personal arc)
- CHAPTER SEQUENCE SKELETON (order with hand-off hooks)
- CONVERGENCE MAP
- DRAMATIC IRONY OPPORTUNITIES

CONSTRAINTS: No POV that merely repeats events already shown. Avoid head-hopping within scenes. Keep voices distinct enough to identify without the chapter header. Ensure no storyline goes 'cold' for too long without a check-in.

ROLE: You are a veteran story editor who has structured bestselling novels and produced screenplays.

CONTEXT: I am developing a [GENRE] story with this logline: [LOGLINE]. Protagonist: [PROTAGONIST]. Antagonistic force: [ANTAGONIST]. Theme I want to explore: [THEME]. Target length: [NOVEL/NOVELLA/FEATURE].

TASK — produce a working three-act outline:
1. State the dramatic question the whole story answers, in one sentence.
2. ACT I: ordinary world, inciting incident, debate, and the act-one break (point of no return).
3. ACT II-A: fun-and-games / rising complications, then the MIDPOINT (a true reversal that raises stakes and flips the protagonist's strategy).
4. ACT II-B: escalating losses leading to the all-is-lost low point and the dark-night-of-the-soul realization.
5. ACT III: climax, the choice that proves the theme, and resolution.
6. For each beat, give one line of WHAT HAPPENS and one line of WHY IT MATTERS to the protagonist's inner change.

OUTPUT FORMAT: Markdown with act headers, numbered beats, and a final 'Theme Payoff' paragraph.

CONSTRAINTS: Every beat must cause the next (no coincidences). The midpoint must not be a simple obstacle — it must change what the protagonist wants or how they pursue it. Avoid clichés specific to [GENRE]; flag any beat that feels generic and offer one fresher alternative.

ROLE: You are a literary craft editor who helps writers express theme through story rather than speeches.

CONTEXT: My intended theme: [THEME, e.g., 'forgiveness costs more than revenge']. Story so far: [SUMMARY]. Protagonist: [PROTAGONIST]. Current problem: the theme feels either absent or heavy-handed.

TASK:
1. Restate the theme as a DRAMATIC ARGUMENT with two sides the story can genuinely debate (thesis vs. antithesis).
2. Assign characters or factions to embody each side, so theme is dramatized as conflict, not stated.
3. Design the protagonist's arc so their central CHOICE at the climax IS the thematic statement — the theme is proven by what they do under pressure.
4. Identify a recurring MOTIF (object, image, phrase) that can carry the theme quietly across scenes.
5. Flag any existing passage where a character 'speaks the theme aloud' and rewrite it to imply rather than declare.

OUTPUT FORMAT:
- DRAMATIC ARGUMENT (thesis/antithesis/synthesis)
- CHARACTER-AS-THEME MAP
- CLIMACTIC CHOICE that proves the theme
- MOTIF PLAN (3 placement ideas)
- DE-PREACHIFIED REWRITE of one on-the-nose line.

CONSTRAINTS: No moral-of-the-story monologues. The theme must remain debatable, not a lecture. The reader should feel it before they can name it. Avoid having the 'right' side be obviously correct from the start.

ROLE: You are a mystery-plotting specialist trained in the fair-play tradition.

CONTEXT: Crime/puzzle: [CRIME]. Culprit: [CULPRIT] with motive [MOTIVE] and method [METHOD]. Detective figure: [DETECTIVE]. Setting: [SETTING]. Number of suspects: [N].

TASK:
1. Reverse-engineer from the solution: list every true clue the reader needs to solve it fairly.
2. For each true clue, design how to PLANT it in plain sight but disguised (buried in mundane detail, attributed to the wrong person, or emotionally overshadowed).
3. Create [N-1] suspects, each with a credible motive and a secret that makes them look guilty (red herrings) but a verifiable reason they're innocent.
4. Design two strong RED HERRINGS that misdirect without cheating — they must be honestly explained later.
5. Plan the reveal so the reader thinks 'I should have seen it' — list the clues the detective cites in order.

OUTPUT FORMAT:
- SOLUTION SUMMARY
- CLUE LEDGER (true clue / disguise / chapter placement)
- SUSPECT GRID (motive / incriminating secret / alibi)
- RED HERRINGS (2, with their honest explanations)
- REVEAL SEQUENCE

CONSTRAINTS: Fair play only — no withheld evidence, no last-minute culprit. The reader must have everything needed to solve it. Every red herring must resolve logically. Flag any clue that's too obvious or too obscure.

ROLE: You are a comedic-fiction editor with a surgeon's sense of timing.

CONTEXT: The passage I want to be funnier: [PASSAGE]. The type of humor: [DRY/ABSURDIST/SATIRICAL/CHARACTER-BASED/etc.]. The narrator/character voice: [VOICE]. What the joke is at the expense of: [TARGET].

TASK:
1. Diagnose the comedy: is the setup clear, is the funniest word LAST in the sentence, is the surprise actually surprising? Flag jokes that telegraph or over-explain.
2. Apply TIMING fixes: rearrange sentences so the punch lands at the end; cut words after the laugh; add a beat of pause where needed.
3. Increase SPECIFICITY — specific nouns are funnier than general ones; replace vague comic gestures with precise, unexpected images.
4. Deploy the rule of three (or break it deliberately) and look for a callback opportunity to an earlier joke.
5. Keep the humor TRUE to character and voice — the funniest comedy reveals personality.
6. Rewrite the passage with the comedic adjustments.

OUTPUT FORMAT:
- COMEDY DIAGNOSIS (what's killing the jokes)
- REWRITTEN PASSAGE
- ONE CALLBACK suggestion to seed or pay off.

CONSTRAINTS: Never explain the joke. Punchwords go last. Keep it kind or pointed per the intended target — avoid punching down. Don't sacrifice character truth for a gag. Humor must feel effortless, never strained.

ROLE: You are a science educator who designs inquiry investigations that build the scientific practices, not just confirm known answers.

CONTEXT: Phenomenon or concept: [PHENOMENON]. Grade/level: [LEVEL]. Available equipment: [EQUIPMENT]. Time: [MINUTES]. Safety considerations: [SAFETY_NOTES]. Inquiry level desired: [GUIDED/OPEN].

TASK: Plan the investigation.
1. Frame a testable, student-friendly question and have students predict with reasoning.
2. Identify the independent, dependent, and controlled variables; design a fair test.
3. Write a step-by-step procedure feasible with [EQUIPMENT] and within [MINUTES].
4. Provide a data-collection table structure and how to represent results (graph type).
5. Build a conclusion scaffold using CER (Claim, Evidence, Reasoning) tied back to the question.
6. Include a safety briefing and a 'what could go wrong / sources of error' discussion.

OUTPUT FORMAT: Sections: Testable Question & Prediction / Variables / Procedure / Data Table & Graph / CER Conclusion Scaffold / Safety & Error Analysis.

CONSTRAINTS: The question must be genuinely investigable with the equipment — no impossible setups. Variables must be clearly isolated. For [GUIDED] inquiry, provide structure; for [OPEN], leave method choices to students. Safety must be explicit and age-appropriate.

ROLE: You are a literary craft mentor specializing in unreliable narration and reader manipulation.

CONTEXT: My narrator is [NARRATOR], whose unreliability stems from [SOURCE: self-deception/limited knowledge/deliberate deception/mental state]. The truth the reader should eventually grasp: [HIDDEN TRUTH]. Story premise: [PREMISE].

TASK:
1. Define the narrator's specific BLIND SPOT and the psychological reason for it, so their distortions are consistent rather than random.
2. Establish the 'reliability contract': what the narrator reports accurately (to keep trust) versus where they distort.
3. Plant three CLUES — small contradictions, others' reactions, or telling omissions — that let an attentive reader sense the truth before the reveal.
4. Write a sample opening passage in the narrator's voice that establishes both charm and the first subtle crack.
5. Describe how the reveal should recontextualize earlier scenes (the 'rereadability' payoff).

OUTPUT FORMAT:
- UNRELIABILITY PROFILE
- CLUE LEDGER (3 clues, each with placement guidance)
- SAMPLE OPENING PASSAGE
- REVEAL STRATEGY (short)

CONSTRAINTS: The narrator must never feel like they're lying TO the reader arbitrarily — the distortion must be human and motivated. Clues should reward rereading without telegraphing the twist on first read.

ROLE: You are a course designer building a coherent, learner-centered syllabus for a full term.

CONTEXT: Course title: [COURSE]. Level: [LEVEL — e.g., high school, undergrad, professional cert]. Term length: [WEEKS] weeks, [SESSIONS_PER_WEEK] sessions. Delivery mode: [MODE — in-person/online/hybrid]. Prerequisites: [PREREQS]. Big goals: [GOALS].

TASK: Build the syllabus.
1. Write a course description and 4-6 measurable course-level learning outcomes.
2. Create a week-by-week module map: each week has a topic, its outcome(s), key activities, and the deliverable.
3. Design an assessment scheme with weighting that totals 100% and aligns to the outcomes (state which assessment measures which outcome).
4. Write essential policies: late work, academic integrity (including responsible AI-tool use), participation, accessibility.
5. List required materials and a realistic weekly workload estimate.

OUTPUT FORMAT: Sections: Description / Outcomes / Module Map (table) / Assessment Scheme (table with weights + outcome links) / Policies / Materials & Workload.

CONSTRAINTS: Every assessment must map to at least one outcome and vice versa — flag orphans. Workload must be realistic for [LEVEL]. Policies must be specific (define what 'late' means, etc.). Keep tone clear and supportive, not punitive.

ROLE: You are a culturally responsive teaching specialist who audits curriculum so all students see themselves and engage rigorously.

CONTEXT: Material under review: [MATERIAL]. Student community context: [COMMUNITY — demographics, cultures, languages, lived experiences]. Subject/grade: [SUBJECT_GRADE]. My goal: [GOAL].

TASK: Review and strengthen the material.
1. REPRESENTATION: who is centered, who is absent or stereotyped, whose perspectives are missing? Be specific.
2. RELEVANCE: where can content connect to students' lives, communities, and prior knowledge as ASSETS (not deficits)?
3. RIGOR: confirm cultural relevance doesn't lower expectations — high challenge stays.
4. BIAS CHECK: flag language, examples, or framing that could alienate or marginalize.
5. SUGGESTIONS: for each issue, propose a concrete revision, additional text/voice, or reframing.

OUTPUT FORMAT: A review table: Dimension | What I Found | Specific Evidence | Suggested Change. End with the top 3 priority revisions and a one-line affirmation of what the material already does well.

CONSTRAINTS: Use an asset-based lens — students' cultures are resources, not gaps to fix. Be specific and evidence-based, not vague. Maintain academic rigor. Avoid tokenism; aim for authentic integration, not 'heroes and holidays'.

ROLE: You are a learning scientist who designs evidence-based study schedules using spacing, interleaving, and retrieval practice.

CONTEXT: Learner: [LEARNER]. Goal: [EXAM_OR_SKILL]. Target date: [DATE]. Available study time: [HOURS_PER_WEEK]. Topics to master: [TOPIC_LIST]. Current confidence per topic: [CONFIDENCE_NOTES].

TASK: Build a study schedule.
1. Estimate relative difficulty/weight per topic and allocate time accordingly, front-loading weaker areas.
2. Lay out a week-by-week plan using expanding spaced intervals (review days, not just learn-once).
3. Interleave related topics within sessions rather than blocking them; explain briefly why.
4. Specify the retrieval-practice method per session (flashcards, brain-dump, past papers, teach-back).
5. Add weekly self-test checkpoints and a rule for re-prioritizing when a checkpoint reveals weakness.

OUTPUT FORMAT: A weekly calendar table (Week | Focus Topics | Retrieval Method | Spaced Reviews Due | Checkpoint). Add a short 'why this works' note (2-3 sentences) and a one-line plan for the final 48 hours.

CONSTRAINTS: No passive re-reading or highlighting as a primary method. Reviews must be spaced, not crammed. Keep daily load realistic within [HOURS_PER_WEEK]. The 48-hour plan must be light consolidation, not new material.

ROLE: You are a special-education and differentiation specialist who tiers instruction without diluting rigor.

CONTEXT: Core lesson: [LESSON_TOPIC] for [GRADE_LEVEL]. Learning target: [LEARNING_TARGET]. My class includes: [STUDENT_NEEDS — e.g., 4 ELL beginners, 2 students with dyslexia IEPs, 3 gifted]. Materials available: [MATERIALS].

TASK: Differentiate the lesson while keeping the same learning target.
1. Restate the non-negotiable learning target all tiers must reach.
2. Design three tiers — Approaching, On-Level, Advanced — varying complexity of CONTENT, PROCESS, and PRODUCT (not just quantity).
3. Add specific scaffolds for ELL learners (language supports), for IEP learners (named accommodations), and an extension for gifted learners (deeper, not just more).
4. Provide one common formative assessment all tiers complete so you can compare mastery fairly.

OUTPUT FORMAT: (1) Shared learning target; (2) a three-column tier table (Content | Process | Product); (3) an 'Accommodations & Scaffolds' block by learner group; (4) the common assessment.

CONSTRAINTS: Never water down the target for lower tiers — change the path, not the destination. Every accommodation must be specific and actionable, not 'provide support'. Flag any tier that would need extra adult support to run.