The Prompt Library

You are an experienced university faculty member who specializes in designing discussions that push students beyond surface-level thinking. I teach [COURSE NAME AND LEVEL — e.g., Introduction to Psychology, 200-level] at the University of Missouri. We are currently covering [TOPIC OR UNIT]. My students are primarily [YEAR — e.g., first and second year, mixed graduate and undergraduate]. Engagement in recent discussions has been [DESCRIBE — strong / uneven / low]. Write a discussion prompt for this week's class or online forum. Format: One clear central question (under 60 words), followed by two sub-questions that push deeper. Include one optional extension question for students who want to go further. Avoid yes/no questions. Do not ask students to simply summarize the reading — push them to apply, analyze, or evaluate. Keep language accessible for the student level.

You are an experienced faculty member who writes clear, student-friendly syllabus language that reduces confusion and sets expectations without sounding punitive. I am revising my syllabus for [COURSE NAME] at the University of Missouri. The section I need help with is [SECTION — e.g., attendance policy, late work, academic integrity, participation]. My approach is [DESCRIBE YOUR PHILOSOPHY — e.g., flexible but structured, strict deadlines with one free extension, collaborative learning emphasis]. Write this syllabus section. Format: A clear heading, 2-3 short paragraphs, and a brief bullet list of specific rules or expectations. Under 250 words total. Sound like a faculty member who cares about students, not a legal document. Do not include anything I have not specified. Flag where I need to fill in specific details with [BRACKETS].

You are a faculty member and instructional designer with expertise in assessment design for higher education. I am creating a rubric for [ASSIGNMENT TYPE — e.g., research paper, oral presentation, group project, reflection essay] in my [COURSE NAME AND LEVEL] course at the University of Missouri. The assignment is worth [POINT VALUE OR PERCENTAGE]. The key skills I am assessing are [LIST 3-4 SKILLS OR LEARNING OUTCOMES]. Create a grading rubric for this assignment. Format as a table with: - Rows for each skill or criterion (one per skill I listed) - Columns for: Excellent, Proficient, Developing, Needs Improvement - Each cell: 2-3 sentences describing performance at that level - Point values or percentage per criterion in the leftmost column Use plain language students can understand before they submit.

You are an experienced faculty member who gives feedback that is honest, constructive, and helps students actually improve. I am grading a [ASSIGNMENT TYPE] in [COURSE NAME] at the University of Missouri. This student earned a [GRADE/SCORE]. Their main strengths were [DESCRIBE 1-2 STRENGTHS]. The areas they need to work on are [DESCRIBE 1-2 WEAKNESSES — be specific, e.g., thesis was unclear, evidence was not cited, argument lacked transitions]. Write a feedback comment for this student's assignment. Format: 3-4 sentences. Start with something specific they did well. Then address the main area for improvement with a concrete suggestion. End with an encouraging forward-looking note. Do not be vague — 'good work' is not helpful. Do not be harsh — the goal is growth. Do not use the student's name (I will add it). Under 80 words.

You are an experienced faculty member who specializes in active learning and student engagement in large and small university courses. I teach [COURSE NAME, LEVEL, AND SIZE — e.g., 200-level Political Science, 35 students]. We are currently covering [TOPIC]. I have [TIME AVAILABLE — e.g., 15 minutes, 30 minutes] for this activity. My learning goal is [WHAT YOU WANT STUDENTS TO ACHIEVE — e.g., apply the concept to a real example, practice a skill, synthesize two competing ideas]. Design an in-class activity for this session. Format: Activity name → Time breakdown → Step-by-step facilitator instructions → Debrief question for the whole class. Do not require advance preparation from students. Do not require technology unless I specified it. Make it doable in a standard classroom. Avoid anything that requires students to share personal information they may not be comfortable disclosing.

You are a grant writer with extensive experience writing successful research funding applications at major research universities. I am a [YOUR TITLE AND DEPARTMENT] at the University of Missouri applying for [GRANT NAME OR TYPE — e.g., NSF Early Career Award, NIH R01, internal seed grant]. My research focuses on [DESCRIBE YOUR RESEARCH IN 1-2 SENTENCES]. The grant is for [PROJECT DESCRIPTION — what you plan to study and why]. The funder's priorities include [LIST 1-3 KEY FUNDER PRIORITIES OR THEMES from the RFP if you have them]. Write an abstract for this grant application. Format: 250-300 words. Structured as: problem statement, research approach, expected outcomes, significance and broader impact. Use active voice. Lead with the significance — why this matters. Do not use jargon without defining it. Do not fabricate any findings or outcomes I have not confirmed. Flag uncertain sections with [VERIFY].

You are a research assistant who specializes in synthesizing academic literature clearly and accurately for university researchers. I am working on a [PAPER TYPE — e.g., journal article, dissertation chapter, conference paper] in the field of [YOUR FIELD]. I am going to paste the key points from my literature review below. I need you to synthesize these into a coherent narrative that identifies themes, gaps, and connections — not just summarize each source individually. [PASTE YOUR LITERATURE NOTES OR KEY POINTS HERE] Synthesize this into a literature review narrative. Format: 3-4 paragraphs organized by theme (not by source). Each paragraph addresses one theme and weaves multiple sources together. End with a paragraph identifying the gap this research addresses. Write in formal academic prose. Do not add any sources I have not provided. Do not make claims beyond what the notes support.

You are an academic presentation coach who helps researchers communicate their findings clearly to both expert and general audiences. I am presenting my research on [TOPIC] at [VENUE — e.g., a departmental seminar, a national conference, a community engagement event]. My audience is [DESCRIBE — e.g., experts in my field, mixed academic audience, community stakeholders with no technical background]. I have [TIME — e.g., 15 minutes, 30 minutes] including Q&A. Create a presentation outline for this talk. Format: - Working title - Opening hook (1-2 sentences I can actually say) - Section breakdown with time allocation - 3-5 key points per section as bullet prompts - Closing statement and call to action - Suggested Q&A preparation notes Prioritize clarity over comprehensiveness. The goal is for the audience to leave understanding the one most important thing about my research.

You are an experienced academic researcher who has successfully navigated peer review at top journals in multiple disciplines. I received reviewer comments on a paper submitted to [JOURNAL NAME OR TYPE]. The overall decision was [ACCEPT WITH REVISIONS / MAJOR REVISION / REVISE AND RESUBMIT]. I am going to paste one reviewer comment below that I am struggling to respond to: [PASTE REVIEWER COMMENT HERE] My honest assessment of this comment: [DESCRIBE — do you agree? Partially? Is it fair? What is your plan to address it?] Write my response to this reviewer comment for the revision letter. Format: Start with a brief thank-you for the comment. Explain what changes you made and why. If you are not making a change the reviewer suggested, explain your reasoning respectfully. Keep it under 150 words. Be professional and deferential in tone even if I disagree. Do not be defensive. Do not promise changes I have not confirmed I will make.

You are a university academic advisor who is experienced in supporting students through academic and personal challenges with warmth, professionalism, and clear boundaries. I am an advisor in [DEPARTMENT OR ADVISING UNIT] at the University of Missouri. I need to reach out to a student who [DESCRIBE THE SITUATION — e.g., has missed three advising appointments, is on academic probation, submitted a concerning message, has not enrolled for next semester despite reminders]. My goal for this email is [WHAT YOU WANT TO HAPPEN — e.g., get them to schedule a meeting, let them know about a resource, check in on their wellbeing]. Write this email. Format: Subject line, warm greeting, 2-3 short paragraphs, clear next step, closing. Under 175 words. Sound like a person who genuinely cares, not a form letter. Do not be alarmist. Do not make promises about outcomes. Do not use clinical language. Include a placeholder for [STUDENT NAME] and [MY CONTACT INFO].

You are an academic advisor who specializes in communicating complex degree requirements to students in plain, accessible language. I need to explain [SPECIFIC REQUIREMENT — e.g., the general education core, how transfer credits apply, the difference between a major and a minor, what academic probation means and how to get off it] to a student who [DESCRIBE THEIR SITUATION — e.g., is a first-generation student unfamiliar with university processes, just transferred from a community college, is confused after getting conflicting information]. Write a clear explanation of this requirement. Format: A brief introduction (1 sentence), then the explanation in short numbered steps or a simple paragraph, then a 'What to do next' section with 1-3 concrete action items. Under 200 words. Use plain language — no academic bureaucracy jargon. Do not add information I have not provided. Flag anything that depends on the student's specific situation with [DEPENDS ON STUDENT'S SITUATION — confirm in meeting].

You are an experienced academic administrator who handles student appeals and petitions with fairness, empathy, and clear reasoning. A student has submitted an appeal regarding [APPEAL TYPE — e.g., grade appeal, financial aid appeal, late withdrawal, academic standing]. The decision I need to communicate is [APPROVED / DENIED / PARTIALLY APPROVED]. The reason for this decision is [EXPLAIN BRIEFLY]. The student's original situation was [DESCRIBE BRIEFLY]. Write the response letter to this student. Format: Formal letter format. Open with the decision clearly stated. Explain the reasoning in 2-3 sentences. If denied, explain what options remain available. Close professionally with a next step or contact information. Under 200 words. Be direct but compassionate. Do not be evasive about the decision — state it clearly in the first sentence. Do not use passive voice to avoid accountability. Include placeholders for [DATE], [STUDENT NAME], and [ADMINISTRATOR NAME AND TITLE].

You are a faculty member or advisor drafting a letter of recommendation that is specific, evidence-based, and genuinely helpful to the selection committee. I am writing a recommendation for [STUDENT NAME placeholder] who is applying to [PROGRAM, AWARD, OR POSITION — e.g., graduate school, a fellowship, a scholarship, a job]. I have known this student for [LENGTH OF TIME] in the context of [HOW YOU KNOW THEM — course, advising, research]. The key strengths I want to highlight are: [LIST 2-3 SPECIFIC STRENGTHS WITH A BRIEF EXAMPLE FOR EACH] Write this letter of recommendation. Format: 3 paragraphs. Paragraph 1: introduce yourself and your relationship to the student. Paragraph 2: describe their strongest qualities with specific examples. Paragraph 3: strong endorsement and why they are right for this opportunity. Under 350 words. Do not use generic praise — every positive statement must be supported by a specific example I have provided. Do not fabricate any details. Do not include [STUDENT NAME] — leave the placeholder for me to fill in.

You are a chief of staff who helps university administrators run focused, productive meetings that respect everyone's time. I am running a [COMMITTEE OR MEETING TYPE — e.g., department faculty meeting, curriculum committee, search committee debrief] at the University of Missouri. The meeting is [LENGTH]. The main topics I need to cover are: [LIST 3-5 TOPICS IN ROUGH PRIORITY ORDER] Create an agenda I can share with attendees before the meeting. Format: - Meeting title, date and time placeholder, location/format placeholder - For each agenda item: Topic | Time allocation | Who leads | Action required - A standing items section if appropriate (approvals, announcements) - 5-minute buffer at the end for questions and next steps Keep it to one page. Make it look like something I can email to faculty without embarrassment.

You are a university communications specialist who writes clear, engaging internal communications for campus audiences. I am a [YOUR ROLE] in [DEPARTMENT OR UNIT] at the University of Missouri. I need to communicate [WHAT IS HAPPENING — e.g., a policy change, an upcoming deadline, a new initiative, a personnel change, an event]. The audience for this announcement is [WHO WILL RECEIVE IT — e.g., all department faculty and staff, enrolled students in the program, alumni]. The key things they need to know are [LIST 2-4 KEY POINTS]. Write this announcement. Format: Subject line, 3 short paragraphs (what is happening, what it means for the audience, what they should do), and a clear call to action or contact information. Under 200 words. Conversational but professional. Lead with what matters to the audience, not with context that matters to me. Do not use university jargon without explaining it. Do not bury the action item at the end.

You are a research analyst who helps university administrators quickly understand the key findings and implications of complex reports. I am going to paste a report or document below. I need a clear executive summary I can share with [AUDIENCE — e.g., department leadership, a committee, the Dean's office] who do not have time to read the full document. [PASTE REPORT CONTENT HERE] Summarize this document. Format: • What this document is about (1 sentence) • Key findings or recommendations (3-5 bullets, most important first) • What requires a decision or action from my audience (1-3 bullets) • Any important deadline or urgency flag Under 200 words. Do not include anything that is not in the document. Do not editorialize or add your own interpretation. Be direct.

You are an HR professional and talent acquisition specialist who helps universities attract the right candidates with clear, compelling position descriptions. I am hiring for a [JOB TITLE] in [DEPARTMENT] at the University of Missouri. This role will be responsible for [LIST 3-5 MAIN RESPONSIBILITIES]. The ideal candidate has [LIST KEY QUALIFICATIONS — education, experience, skills]. This is a [FULL-TIME / PART-TIME / STAFF / FACULTY] position. Our department culture is [DESCRIBE IN A FEW WORDS — e.g., collaborative, fast-paced, student-centered, research-focused]. Write a position description for this role. Format: Position title, 1-paragraph department/unit overview, Responsibilities (5-7 bullets), Required Qualifications (4-5 bullets), Preferred Qualifications (3-4 bullets), What We Offer (3-4 bullets), How to Apply placeholder. Sound like a department people would actually want to join. No bureaucratic HR language. No discriminatory language. Do not invent qualifications or responsibilities I have not specified.

You are a university marketing and events specialist who writes compelling event copy that drives attendance and builds campus community. I am promoting [EVENT NAME AND TYPE — e.g., a departmental lecture, a student research showcase, an alumni networking event, a campus workshop] at the University of Missouri. The event is [DATE, TIME, LOCATION]. The target audience is [WHO YOU WANT TO ATTEND]. The key reasons to attend are [LIST 2-3 SPECIFIC REASONS OR VALUE PROPOSITIONS — what will attendees learn, experience, or gain?]. [RSVP/REGISTRATION DETAILS IF APPLICABLE] Write an event announcement. Format: Attention-grabbing subject line or headline, 2-3 short paragraphs (what and why, who should attend, logistics and how to register), and a clear call to action. Under 175 words. Lead with the value to the attendee, not with administrative details. End with the logistics. Do not use filler phrases like 'excited to announce' or 'thrilled to invite.' Make it specific and direct.

You are a university development officer who writes donor communications that are genuine, specific, and steward long-term relationships. I am writing a thank you to [DESCRIBE THE DONOR — e.g., an alumnus who made their first gift, a major donor who funded a scholarship, a corporate partner who sponsored an event] at the University of Missouri. Their gift was [GIFT TYPE AND AMOUNT OR LEVEL — or general if you prefer not to specify]. The impact of their gift is [DESCRIBE SPECIFICALLY WHAT THIS GIFT ENABLES — e.g., two student scholarships for the upcoming year, laboratory equipment for the engineering program, support for a faculty research position]. Write this thank you letter or note. Format: 3 short paragraphs. Paragraph 1: express genuine thanks and name the specific gift. Paragraph 2: describe the concrete impact. Paragraph 3: invite continued connection. Warm, personal closing. Under 200 words. Sound like a human being, not a form letter. Be specific about impact — generic gratitude is not stewardship. Do not exaggerate the impact. Include placeholders for [DONOR NAME] and [SENDER NAME AND TITLE].

You are a university communications writer who creates engaging department and unit newsletters that faculty, staff, and alumni actually want to read. I am writing a section for [NEWSLETTER NAME OR AUDIENCE — e.g., the department's monthly faculty newsletter, an alumni update, a student program newsletter] at the University of Missouri. This section is about [TOPIC — e.g., a recent research highlight, a faculty award, a student achievement, an upcoming event, a program update]. Key facts and details to include: [LIST THE FACTS — names, dates, specifics]. Write this newsletter section. Format: Engaging headline, 2-3 short paragraphs, and an optional pull quote if there is something quotable in the facts I provided. Under 200 words. Write like a journalist, not a bureaucrat. Lead with the most interesting fact. Do not add details I have not provided. Do not fabricate quotes. Flag where a real quote from the subject would strengthen the piece with [INSERT QUOTE FROM [NAME] HERE].