ChatGPT prompts for students and how to use them

Below is a categorized library of practical prompts students can copy, plus guidance on how to structure, adapt, and iterate prompts to get better results.

How to use prompts effectively

• Be specific about task, context, audience, constraints, and format; include necessary background and examples, and iterate to refine results.
• Structure prompts with labeled sections like Context, Task, Constraints, and Output Format to guide clear, actionable responses.
• Use few-shot examples and explicit formatting instructions (e.g., bullet points, word limits, rubric criteria) to steer the output; then follow up to clarify or deepen as needed.

Core study and learning prompts

• Explain a concept simply:
  “Context: I’m studying [topic] at [level]. Task: Explain [specific concept] in 2 short paragraphs with a simple analogy and one real-world example. Constraints: Avoid jargon; define key terms in-line; end with 3 self-check questions.”
• Step-by-step problem solving:
  “Task: Solve this problem step by step. Problem: [paste]. Constraints: Show each step, name the rule used, and check the final answer.”
• Generate flashcards:
  “Task: Create 20 active-recall flashcards on [topic]. Constraints: One concise question and answer per line; mix definitions, processes, and comparisons; tag difficulty easy/medium/hard.”
• Create a study plan:
  “Context: I have exams on [date]. Subjects: [list]. Time available: [hours/day]. Task: Build a weekly study schedule with daily tasks, spaced review, and 10-minute breaks. Output: A table with date, subject, focus, resources, and review slots.”
• Summarize readings with structure:
  “Context: Article on [title/topic]. Task: Summarize in 150 words. Format: Main claim; 3 key findings; methods in one line; 2 implications; 2 discussion questions.”
• Compare/contrast concepts:
  “Task: Compare [Concept A] vs [Concept B] for [course level]. Output: A table with definition, mechanism, typical examples, pitfalls, and when to use.”
• Teach-back check:
  “Task: Quiz my understanding of [topic]. Constraints: 10 questions (mix MCQ, short answer), increasing difficulty; provide answer key and one-line rationales.”
• Socratic guidance instead of answers:
  “Role: Socratic tutor. Task: Guide me to solve [problem/topic] by asking probing questions, one at a time. Constraint: Do not give the answer; wait for my attempt before proceeding.”

Writing and assignments (ethically)

• Brainstorm and outline:
  “Task: Generate 5 original angles for an essay on [prompt]. Then outline the strongest angle with thesis, 3 body sections (claims, evidence types), and counterargument plan.”
• Thesis refinement:
  “Task: Evaluate and improve this thesis for clarity and arguability. Thesis: [text]. Output: 3 revised options with pros/cons and what evidence each would need.”
• Paragraph development (PEEL/TEEL):
  “Task: Draft one body paragraph using [PEEL/TEEL] on [sub-claim]. Constraints: 120–150 words; cite evidence type (e.g., study, statistic) generically; include a linking sentence.”
• Rubric-aligned revision:
  “Context: Rubric criteria: [paste]. Task: Diagnose my draft [paste excerpt] against the rubric and propose concrete edits per criterion.”
• Academic integrity guardrails:
  “Task: Identify which parts of my assignment should be my original work vs where AI assistance is appropriate, aligned with typical academic integrity policies. Output: a do/don’t checklist.”

Math and quantitative

• Worked example with checks:
  “Task: Provide a worked example for [type of problem] at [level]. Constraints: Label each step with the principle used; include a units check and a quick sanity check.”
• Mistake analysis:
  “Task: Find and explain errors in this solution. Solution: [paste]. Output: numbered list of mistakes, why they’re wrong, and corrected steps.”
• Exam-style practice set:
  “Task: Create 10 problems on [topic] across Bloom’s levels (remember→create). Output: Questions only, then a separate answer key with brief solutions.”

Science and social science

• Concept map instructions:
  “Task: Describe a concept map for [topic] with nodes and labeled connections. Output: bullet list of nodes; for each edge, name the relationship and one-sentence rationale.”
• Experimental design critique:
  “Task: Critique this study design for validity threats and improvements. Design: [summary]. Output: internal validity, external validity, measurement, ethics; 2 concrete fixes each.”
• Case comparison:
  “Task: Compare two case studies on [issue] using criteria: context, interventions, outcomes, confounds, transferability.”

Languages and humanities

• Vocabulary with context:
  “Task: Teach me 15 words about [theme] at [CEFR level]. Output: table: word, part of speech, simple definition, example sentence, near-synonym.”
• Text analysis lenses:
  “Task: Analyze this passage through [lens, e.g., feminist/Marxist] in 200 words, then provide 3 discussion questions.”
• Source evaluation:
  “Task: Evaluate credibility of these sources for a research paper on [topic]. Output: CRAAP-style notes: currency, relevance, authority, accuracy, purpose.”

Presentations and projects

• Slide outline:
  “Task: Create a 10-slide outline on [topic] for [audience]. Constraints: title, agenda, 6 content slides with key points and visuals ideas, 1 data slide spec, conclusion with CTA.”
• Speaking notes:
  “Task: Draft speaking notes for the outline above. Constraints: bullet points only; 15–20 seconds per bullet; bold key terms.”
• Project-based learning plan:
  “Task: Plan a project on [issue] with driving question, milestones, roles, community partner ideas, and assessment rubric summary.”

Study skills and productivity

• Timeboxing plan:
  “Task: Turn my to-do list into 90-minute timeboxes with breaks. Inputs: [list]. Constraints: sort by urgency/importance; include contingency buffer.”
• Spaced repetition schedule:
  “Task: Build a 14-day spaced repetition plan for [topics], specifying daily cards and intervals (1d, 3d, 7d, 14d). Output: checklist by date.”
• Distraction plan:
  “Task: Create a distraction-proof study routine for [environment/constraints], with triggers, implementation intentions, and break rules.”

Ethics, policies, and effective practice

• Responsible use checklist:
  “Task: Create a checklist for ethical use of AI in coursework, including citation practices for AI assistance and when to seek instructor approval.”
• Prompting best practices:
  “Task: Turn these prompting tips into a 1-page cheat sheet: specificity, structure (Context/Task/Constraints/Format), examples, and iterative refinement.”

Bigger prompt libraries to browse

• Collections of student-focused prompts and examples exist across curated lists and libraries that cover study tasks, brainstorming, and teaching aids.
• Guides from education-focused sources explain how to apply prompts to planning, writing, assessment, and integrity considerations.

Templates you can copy

• Universal template:
  “Context: [course/level/purpose]. Task: [exact output]. Constraints: [word limit, tone, sources allowed]. Format: [bullets/table/sections]. Example: [optional].”
• Study plan template:
  “Context: Exams on [date]. Subjects: [list]. Time: [hrs/day]. Task: Weekly plan with daily targets, spaced review, and rest. Format: table + brief notes.”
• Explainer template:
  “Audience: [grade/peer level]. Task: Explain [concept] with an analogy, 3 key points, and a misconception correction. Length: 150–200 words.”
• Socratic tutor template:
  “Role: Socratic tutor. Task: Coach me through [problem/topic] using questions only, one at a time; wait for my reply before the next question.”
• Flashcard template:
  “Task: 25 flashcards on [topic], balanced across definitions, processes, exceptions. Format: Q: … A: … Difficulty tag.”

Tips to iterate and improve outcomes

• Start broad, then tighten constraints (word limits, formats, criteria), and ask for alternative versions to compare quality.
• Provide your own notes, rubric, or sample to align outputs with expectations; then request rubric-aligned revisions.
• Use follow-up prompts: “shorter,” “more rigorous evidence,” “add counterargument,” “provide sources to search for,” or “convert to table” to refine outputs.

Note: Assignment policies vary; many institutions encourage using AI for brainstorming, outlining, feedback, and skill-building but expect original analysis and clear disclosure of AI assistance when appropriate.