Introduction

This guide is designed to help IB Language A: Literature educators and students harness the power of Generative AI. The 101 prompts provided are tailored to the specific aims, content, and assessment requirements of the course. They are intended to be a starting point—a powerful tool for generating ideas, creating materials, and deepening understanding. This expanded edition adds further detail, examples, and follow-up actions to make each prompt even more effective.

How to Use These Prompts:

• Be Specific: Replace bracketed text like [text name] or [literary device] with your specific work, author, or concept. The more context you provide, the better the AI’s response will be.
• Iterate and Refine: Use the AI’s initial response as a draft. Ask follow-up questions to refine the output until it meets your needs. Think of it as a conversation. For example, after getting a unit plan, you could ask, “Can you make the formative assessment task more creative?”
• Stack Prompts: Combine and sequence prompts for more complex tasks. For instance, use a prompt to brainstorm a global issue (#4), then another to outline an IO (#25), and a third to refine the opening statement (#48).
• Think Critically: AI is a collaborator, not an oracle. It can make mistakes or generate superficial content. Always cross-reference with the official IB guide, your own knowledge, and course materials. Use it to support and enhance your thinking, not replace it.

Section 1 – Educator Prompts (50)

Part A: Planning & Preparation (15 Prompts)

1. Syllabus Design: “Act as an experienced IB educator. Draft a two-year syllabus outline for IB Language A: Literature HL, ensuring a balanced selection of works from the Prescribed Reading List covering different genres (prose, poetry, drama), periods, and places. Organize the works under the three Areas of Exploration and suggest a logical sequence. For each unit, briefly justify the pairing of texts and suggest a key activity for the Learner Portfolio.”
2. Unit Plan Creation: “Generate a detailed 4-week unit plan for teaching [text name] to an SL class. The focus is the Area of Exploration ‘Time and Space.’ Include weekly learning objectives using IB command terms, key scenes/chapters for analysis, potential discussion questions that foster dialectical thinking, a list of key literary terms to cover, and a creative formative assessment task with a simplified rubric.”
3. Connecting Texts: “I am planning a unit connecting the novel [text name] and the play [text name]. Generate a list of 10-12 thematic and stylistic points of comparison suitable for a Paper 2-style analysis. For each point, provide a brief elaboration explaining the connection. Categorize these points into ‘broader themes’ (e.g., social hierarchy) and ‘specific authorial choices’ (e.g., use of dialogue).”
4. Global Issue Brainstorm: “For the Individual Oral (IO), my class is reading [work in translation] and [work written in English]. Brainstorm a list of 5 nuanced global issues that connect these two texts. Avoid broad topics like ‘racism’; instead, suggest focused issues like ‘the normalization of systemic prejudice’ or ‘the politics of cultural assimilation.’ For each, provide a brief rationale explaining how both texts explore this specific issue.”
5. TOK Integration: “Create a list of 5 Theory of Knowledge (TOK) discussion prompts related to the Area of Exploration ‘Intertextuality: connecting texts.’ The prompts should challenge students to consider the nature of influence, originality, and interpretation. For each prompt, suggest a real-world example from art or music to help ground the abstract concept.”
6. Resource Curation: “Provide a curated list of 5-7 high-quality academic articles or critical essays on [author’s name]’s use of [stylistic feature, e.g., symbolism]. Include a brief summary of each resource’s main argument and its level of accessibility (e.g., ‘suitable for students,’ ‘advanced academic’). Also provide the full citation in MLA format.”
7. Learner Portfolio Tasks: “Design 5 creative and reflective learner portfolio tasks for a unit on [poetry collection]. The tasks should encourage personal response and track the development of analytical skills. Ensure the tasks vary in format, such as a personal reflection, a creative re-writing, a ‘dialogue’ with the poet, a visual representation of a poem, and a short analytical piece.”
8. Essential Questions: “Generate a set of overarching ‘essential questions’ for the Area of Exploration ‘Readers, writers and texts.’ These questions should be open-ended, timeless, and encourage deep inquiry. Frame them in student-friendly language. For example, ‘Does a text have one true meaning?’ or ‘How do our own experiences change the way we read?'”
9. HL Essay Scaffolding: “Create a detailed, step-by-step guide for students on how to develop a line of inquiry for their HL Essay. The guide should include stages for: 1) Broad topic brainstorming, 2) Formulating initial questions, 3) Exploratory reading and research, 4) Refining the question to be focused and arguable, 5) Formulating a provisional thesis, and 6) Creating a detailed outline. Use [text name] as a running example throughout the guide.”
10. Vocabulary Tiers: “For a unit on [text name, e.g., a Shakespearean play], identify and categorize key vocabulary into three tiers: Tier 1 (basic plot/character words students must know), Tier 2 (high-frequency literary and stylistic terms for analysis), and Tier 3 (abstract conceptual terms central to the text’s themes, e.g., ‘hegemony,’ ‘existentialism’). For each Tier 3 word, provide a simple definition and a discussion question.”
11. Differentiated Reading List: “I need to choose a ‘free choice’ work to pair with [prescribed text]. Suggest three potential works of different reading difficulties (one accessible, one moderate, one challenging) that share a common theme of [theme, e.g., ‘rebellion’]. For each suggestion, provide a 100-word rationale explaining the thematic connections and why its level of difficulty is appropriate.”
12. Introducing Literary Theory: “Create a simple, student-friendly introduction to [literary theory, e.g., Feminist literary criticism]. Include its core tenets, a brief history, key questions associated with the theory, and a list of common terms. Then, provide 3-4 guiding questions that students can use to apply this lens to [text name].”
13. Parent Communication: “Draft a brief, welcoming email to parents for the start of the school year. Explain the philosophy and core components of the IB Language A: Literature course, including the purpose of the learner portfolio as a tool for intellectual growth. Proactively address common questions, such as the difference between SL and HL, and the nature of the assessments.”
14. Paper 1 Genre Focus: “I am planning a unit to prepare students for Paper 1. Generate a list of key generic conventions for [genre, e.g., political speech, travel writing, short story]. For each convention, provide a short explanation of its typical effect on an audience. Then, suggest a short, publicly available example of this genre that could be used for practice.”
15. Cross-Curricular Links: “Identify 3-5 potential cross-curricular links between the themes in [text name] and other IB subjects like History, Visual Arts, or Philosophy. For each link, formulate a specific project idea or discussion topic. For example, ‘Connection to History: Research the [historical event] depicted in the novel and analyze the author’s historical accuracy and artistic license.'”

Part B: Lesson Delivery & Activities (15 Prompts)

1. Discussion Starters: “Create 10 thought-provoking, open-ended discussion questions about the role of the setting in [text name]. Avoid simple comprehension questions. The questions should progress in complexity, starting with observations and moving towards interpretation and evaluation. Include a ‘meta’ question at the end, such as: ‘Why do you think the author chose to focus so much on setting?'”
2. Debate Topics: “Formulate a central debate proposition based on [text name]. For example, ‘This house believes that the protagonist of [text name] is a villain, not a hero.’ Provide three well-developed arguments for and three against the proposition, each supported by a piece of textual evidence. Include a follow-up reflection task for students after the debate.”
3. Character Analysis Activity: “Design a ‘character interview’ activity. Provide a list of 10 questions that a student, acting as a journalist, could ask [character name] at [a specific moment in the text]. The questions should probe motivation, values, and perspective, and be designed to elicit answers that reveal the character’s complexities and contradictions. Add 3 ‘follow-up’ questions the journalist could ask.”
4. Close Reading Passage Selection: “I want to teach students how to analyze authorial choices. Select a 30-40 line passage from [text name] that is rich in [literary device, e.g., imagery and diction] and explain why it is a good choice for a close reading exercise. Provide an annotated version of the passage, highlighting key features for students to notice.”
5. Role-Play Scenario: “Create a role-play scenario where students embody different literary critics (e.g., a Marxist, a Psychoanalytic critic, a Formalist, a Post-colonial critic) and analyze [a key event] from [text name] from their assigned perspective. Provide a short ‘briefing sheet’ for each critical perspective, explaining their main focus and key vocabulary.”
6. Visual Analysis Prompt: “Find a famous painting from the same period as [text name]. Create a prompt that asks students to perform a visual analysis (e.g., using the OPTIC strategy). Then, ask them to write two paragraphs drawing thematic and stylistic connections between the painting and the literary work, focusing on elements like mood, composition, and representation of figures.”
7. Interactive Whiteboard Activity: “Design an interactive whiteboard activity for a 30-minute lesson. The goal is to collaboratively annotate a poem, [poem name]. List the steps for the activity, including a ‘warm-up’ where students drag and drop definitions to key terms, the main annotation task with different colors for different devices, and a ‘cool-down’ where they summarize the poem’s meaning in a single sentence.”
8. Jigsaw Activity: “Design a jigsaw activity for analyzing a complex chapter in [text name]. Divide the analysis into four ‘expert’ areas: 1) Character Development, 2) Thematic Significance, 3) Narrative Style and Structure, and 4) Socio-Historical Context. Provide 3-4 detailed guiding questions for each expert group to discuss and answer before they regroup to teach their peers.”
9. Differentiated Instruction: “I have a mixed-ability SL class. Create three versions of a task analyzing a key soliloquy from [play name].

• Support: A guided worksheet with definitions, sentence starters, and a word bank.
• Standard: A prompt asking for a paragraph analysis of 2-3 key devices.
• Extension: A prompt asking for a comparative analysis with a soliloquy from another play or a poem on a similar theme.”

1. ‘Found Poem’ Task: “Create instructions for a ‘found poem’ activity where students select powerful words and phrases from a chapter of [text name] to create a new poem. The instructions should specify that the found poem must capture the essence of the chapter’s mood or theme. Add a reflection question: ‘Explain two of your most important word/phrase choices and why you arranged them as you did.'”
2. Podcast Script: “Write a short (2-3 minute) podcast script that introduces the historical context of [text name], designed to be engaging and accessible for 16-17 year olds. The script should be in a conversational tone, include a sound effect suggestion, and end with a thought-provoking question for the listener.”
3. Exit Ticket Questions: “Generate 5 ‘exit ticket’ questions to quickly assess student understanding at the end of a lesson on the concept of ‘narrative unreliability’ in [text name]. The questions should vary in format: one definition, one true/false with justification, one application to a character, one question asking for an example, and one asking students to rate their own confidence level.”
4. Comparative Grid: “Create a blank comparative grid template for students to fill out when comparing [text name] and [text name]. The rows should be key literary features (e.g., Characterization, Setting, Structure, Tone, Key Symbols). Add a final row titled ‘Overall Argument’ where students synthesize their findings into a potential thesis statement.”
5. IO Body Language Guide: “Create a one-page, visually appealing handout for students on ‘Effective Body Language and Vocal Variety for the Individual Oral.’ Use icons and bullet points. Include specific do’s and don’ts for posture, gesture, eye contact, pace, pitch, and volume, and explain why these things matter for audience engagement.”
6. Socratic Seminar Plan: “Develop a plan for a 45-minute Socratic seminar on the ending of [text name]. Include a powerful, ambiguous opening question, a list of 5-7 potential follow-up questions to deepen the discussion, and clear instructions for student participation (e.g., ‘build on, challenge, or clarify the previous speaker’s point’). Add a closing reflection prompt.”

Part C: Assessment & Feedback (15 Prompts)

1. Paper 1 Practice Prompt: “Act as an IB examiner. Create a Paper 1-style guided analysis prompt for the following unseen [prose/poem] passage. Include two guiding questions that focus on distinct aspects like tone, characterization, or structure. Then, generate a bullet-pointed list of key points a high-scoring response would likely include.”
2. Paper 2 Practice Questions: “Generate three distinct Paper 2-style comparative essay questions suitable for a pair of texts like [text name] and [text name]. Ensure one question is theme-based, one is based on authorial choices (style/structure), and one is concept-based (e.g., exploring the presentation of ‘power’ or ‘identity’).”
3. Rubric Creation: “Create a student-friendly, one-page rubric for a formative essay on character analysis. The rubric should be based on the IB assessment criteria but simplified, with columns for ‘Beginning,’ ‘Developing,’ and ‘Accomplished.’ For each cell, describe what the performance looks like in concrete terms, using ‘I can…’ statements.”
4. Exemplar Analysis: “Here is a sample student paragraph [paste paragraph]. Act as an IB teacher and provide feedback in the ‘glow and grow’ format. Identify one specific strength (‘glow’) with a positive comment. Then, suggest two specific areas for improvement (‘grow’), referencing the Paper 1 criteria and offering a concrete example of how to revise a sentence.”
5. Quiz Generation: “Generate a 10-question quiz on the key literary devices used in [poetry collection]. The questions should require application, not just definition. Include 5 multiple-choice questions, 3 short-answer questions requiring an explanation of effect, and 2 questions that ask students to identify a device in a given line.”
6. HL Essay Feedback: “Analyze this HL Essay research question: [paste question]. Provide detailed feedback on its focus, scope, and arguability. Is it too broad? Too descriptive? Does it invite a genuine argument? Suggest one or two possible refinements to make it more effective and analytical.”
7. IO Feedback Prompts: “Create a peer feedback form for students to use while watching practice Individual Orals. The form should be structured using the IO criteria: ‘Argument & Evidence,’ ‘Structure,’ and ‘Language & Delivery.’ For each section, include 2-3 specific questions for the peer to answer (e.g., ‘Was the global issue clearly connected to both the extract and the whole work?’).”
8. Common Errors: “Based on the assessment criteria for the Paper 2 essay, what are the five most common errors students make? For each error, explain why it’s a problem and provide a ‘before’ and ‘after’ example of a sentence or paragraph to illustrate the correction.”
9. Marking Commentary: “I have marked a student’s comparative essay and given it a [score]. Write a 150-word overall comment that justifies the mark. The comment should start with a positive observation, then clearly and constructively explain the main reasons for the score, referencing specific IB criteria (e.g., ‘Criterion B: Analysis and Evaluation’). End with one key, actionable target for the next essay.”
10. Self-Assessment Checklist: “Create a detailed self-assessment checklist for students to use before submitting their HL Essay. The checklist should be organized by the assessment criteria (Knowledge, Argument, Structure, Language). Phrase each item as a question, e.g., ‘Criterion B: Is my argument present throughout the essay, not just in the introduction?'”
11. Mock Paper 1: “Generate a complete mock Paper 1 for SL students. Include a suitable, high-quality unseen prose passage of approximately 400 words that is not widely known or analyzed online. Write two distinct guiding questions that probe different aspects of the text. Also, provide a brief ‘examiner’s notes’ section outlining the passage’s key features.”
12. Unpacking a Question: “Take this Paper 2 question: [paste question]. Break it down for students in a step-by-step analysis. Identify and define the key terms. Rephrase the question in simpler language. Brainstorm a list of potential angles or arguments a student could take in response. What assumptions does the question make?”
13. Thesis Statement Clinic: “Here are three student thesis statements for an essay on [text name]: [paste statements]. Evaluate each one for clarity, specificity, and arguability. Provide a detailed critique for each, explaining its strengths and weaknesses. Then, rewrite the weakest one to make it a strong, arguable thesis.”
14. Comment Bank: “Create a bank of 15-20 reusable comments for providing feedback on student analytical writing. The comments should be specific and constructive, covering areas like ‘evidence integration,’ ‘depth of analysis,’ ‘topic sentences,’ ‘conciseness,’ and ‘academic tone.’ Categorize them for easy use.”
15. Predictive Questions: “Given the major themes and stylistic features of [text name] and [text name], predict three likely comparative questions that could appear on an exam. For each predicted question, create a brief outline of a possible response, showing how a student might structure their argument.”

Part D: Enrichment & Extension (5 Prompts)

1. Creative Reimagining: “Design a project that asks students to reimagine a key scene from [text name] in a different genre or medium. Provide at least five options (e.g., a graphic novel panel, a film script, a series of social media posts from a character, a news report, a ballad). The project must include a 300-word written rationale explaining their creative choices and connecting them to the original text’s effects.”
2. Author-for-a-Day: “Create a prompt for an enrichment activity where a student ‘becomes’ [author’s name]. They must write a letter to a contemporary author explaining their literary philosophy and commenting on the modern world. The prompt should require the student to adopt the author’s specific stylistic voice and thematic preoccupations.”
3. Interdisciplinary Project: “Design an interdisciplinary project connecting [text name] with IB Visual Arts. The task is for students to curate a mini-exhibition of 3-5 artworks that explore a central theme from the text. They must write a detailed curatorial statement justifying their choices, analyzing both the artworks and the literary text to create a dialogue between them.”
4. Hosting a Literary Salon: “Provide a detailed, step-by-step guide for students on how to plan and host a ‘Literary Salon’ focused on the poetry of [poet’s name]. The guide should include assigning roles (Moderator, Context Expert, Devil’s Advocate), creating a discussion agenda, preparing open-ended questions, and instructions for a final creative response to the poetry discussed.”
5. Modern Adaptation: “Brainstorm a detailed concept for a modern film adaptation of [classic text name]. Specify the new setting and justify why it’s appropriate. Create detailed casting ‘mood boards’ for the main characters. Explain how key plot points would be updated to reflect contemporary issues, and write the script for one key scene that demonstrates this adaptation.”

Section 2 – Student Prompts (50)

Part A: Understanding Concepts & Texts (15 Prompts)

1. Concept Explanation: “Explain the literary concept of [e.g., the anti-hero] in simple terms, using an analogy. Then, explain how [character name] from [text name] fits this archetype, using two specific examples from the text and explaining what these examples show.”
2. Theme Summary: “Summarize the theme of [e.g., justice] in [text name]. What is the author’s main message or question about this theme? Is the message ambiguous or clear? Provide three key quotes as evidence and briefly explain what each quote reveals.”
3. Device Identification: “Read the following poem: [paste poem]. Identify three different literary devices the poet uses. For each one, provide the specific example from the text and then explain its effect on the reader’s thoughts or feelings in 1-2 sentences.”
4. Character Motivation: “What are the primary motivations of [character name] in [text name]? List three motivations (e.g., fear, ambition, love) and, for each, describe the key event that reveals it. Is their motivation consistent or does it change?”
5. Contextual Overview: “Provide a brief overview of the socio-historical context in which [text name] was written. Explain how one aspect of this context (e.g., the political situation, the role of women) specifically influences a key event or character in the story. Why does this matter for my interpretation?”
6. Plot Summary: “Create a bullet-point summary of the main plot points of Act 3 of [play name]. Then, for each plot point, add a sub-bullet explaining its significance to the play’s overall development (e.g., ‘This is the turning point because…’).”
7. Unfamiliar Vocabulary: “Define the following words from [text name] and then write a new sentence for each to show you understand its meaning in a literary context: [list of 3-5 words]. Also explain the word’s connotation (positive, negative, neutral).”
8. Narrative Perspective: “Who is the narrator of [text name]? Describe the narrative perspective (e.g., first-person, third-person limited, third-person omniscient). Explain one advantage and one disadvantage of this choice, considering what information the reader is given or denied.”
9. Paraphrasing: “Paraphrase this complex passage from [text name] into simpler, modern English to make sure I understand its literal meaning: [paste passage]. After paraphrasing, identify the main idea or feeling being expressed in the original.”
10. Author’s Style: “Describe the author [author’s name]’s writing style in [text name] in three adjectives. For each adjective, provide a short example from the text that demonstrates it and explain how the example demonstrates that style.”
11. Key Quotes Explained: “Explain the significance of this quote from [text name]: [paste quote]. Who says it? What is the immediate context? What does it reveal about a character or theme? And what is its broader significance to the text as a whole?”
12. Relationship Dynamics: “Describe the relationship between [character A] and [character B] in [text name]. How does their relationship change over the course of the text? Identify a specific turning point in their relationship and explain what caused the shift.”
13. Setting’s Importance: “How is the setting of [place in text] more than just a backdrop in [text name]? Explain one way it influences the mood (atmosphere) and one way it influences the action (plot). Use specific descriptive words from the text as evidence.”
14. Genre Conventions: “My text, [text name], is a [genre, e.g., tragedy]. What are the key conventions of this genre? Provide a checklist. Then, explain how the text meets or subverts two of these conventions, and what effect this has.”
15. Literary Theory Lens: “Explain the plot of [text name] from a Marxist literary perspective. What would a Marxist critic focus on? (e.g., class struggle, ideology, economic power). Who has the power in this text and who doesn’t? How is this shown?”

Part B: Practicing Skills (15 Prompts)

1. Close Reading Practice: “Analyze this passage from [text name]: [paste passage]. Write two paragraphs focusing on how the author’s use of diction and syntax creates a specific tone. Start by identifying the tone, then use the PEE (Point-Evidence-Explain) structure for your analysis.”
2. Thesis Statement Builder: “I want to write an essay about how [author] uses [device] to explore [theme] in [text name]. Help me draft three possible thesis statements: one simple, one more complex, and one that offers a counter-argument. Then, help me choose the best one.”
3. Argument Outline: “Create a 3-point outline for a Paper 2 essay comparing how [text name] and [text name] present the theme of ‘memory.’ For each point, create a comparative topic sentence and suggest a specific piece of evidence from both texts to support it.”
4. Integrating Quotes: “Improve this paragraph by showing me how to better integrate the textual evidence using the ‘quote sandwich’ method (introduce the quote, provide the quote, explain the quote). The current version just ‘drops’ the quotes. [Paste paragraph with dropped quotes].”
5. Topic Sentence Practice: “Write a clear, argumentative topic sentence for a paragraph about the function of the motif of [motif] in [text name]. Then, write another topic sentence for the same paragraph, but make it more nuanced or complex.”
6. Comparative Analysis: “Compare the character arcs of [character from text 1] and [character from text 2]. What is one key similarity and one key difference in their development? Create a Venn diagram to visually represent your points before writing them out.”
7. Paper 1 Timed Practice: “Give me an unseen poem and a guiding question. Start a 20-minute timer for me. I will write an analysis. When the time is up, give me feedback on my response based on the Paper 1 rubric, focusing on Criterion B: Analysis and Evaluation.”
8. Introduction Paragraph: “Write a model introduction paragraph for a comparative essay on the role of social class in [text name] and [text name]. Ensure it includes a hook, introduces both texts and authors, addresses the question’s key terms, and ends with a clear, arguable thesis statement.”
9. Conclusion Paragraph: “Based on an essay that argued [main argument], write a model concluding paragraph. It should synthesize the main points without just summarizing, connect back to the thesis, and offer a final, thought-provoking insight that broadens the scope of the discussion (the ‘So what?’ factor).”
10. IO Outline: “Help me structure my 10-minute Individual Oral. I am analyzing how the global issue of ‘gender inequality’ is presented in [work in translation] and [work in English]. Provide a detailed bullet-point structure, including timings for each section (e.g., Intro: 1 min, Analysis of Extract: 3 mins, etc.).”
11. Transition Words: “Give me a list of sophisticated transition words and phrases to help me link ideas within and between paragraphs. Categorize them by function (e.g., ‘adding a point,’ ‘contrasting,’ ‘showing a result,’ ’emphasizing’). Provide an example sentence for each category.”
12. Finding Evidence: “I want to argue that [character name] is ambitious. Find three key quotes or moments in [text name] that I can use as evidence. For each piece of evidence, explain how it proves the character’s ambition.”
13. HL Essay Research: “My HL Essay is on [topic]. Suggest three specific areas of critical reading I could research to add depth to my argument (e.g., ‘critical reception of the novel,’ ‘biographical details of the author,’ ‘analysis from a specific critical school’). For one of these areas, suggest a specific search query I could use in a scholarly database.”
14. Unpacking a Prompt: “I have to answer this essay question: [paste question]. Help me break it down using the ‘BUG’ technique (Box the command term, Underline the key concepts, Glance back at the question). What is the question asking me to do, specifically?”
15. Analyzing Structure: “How does the non-chronological structure of [text name] affect the reader’s understanding of the plot and characters? Write a paragraph explaining one major effect, such as creating suspense or revealing character psychology more deeply. Use a specific example from the text.”

Part C: Revising & Self-Assessment (15 Prompts)

1. Flashcard Creation: “Create a set of 15 digital flashcards for [text name]. On one side should be a key quote, and on the other, a brief explanation of its context, speaker, significance, and 1-2 key literary devices present.”
2. Thematic Mind Map: “Generate a detailed mind map for the theme of ‘identity’ in [text name]. The central idea is ‘Identity.’ The main branches should be different characters, and the sub-branches should be specific events, symbols, or quotes that relate to that character’s identity journey.”
3. Self-Correction: “Read my analytical paragraph: [paste paragraph]. Act as my teacher. Instead of giving me the answer, ask me three guiding questions that would help me improve the depth of my analysis and the integration of my evidence on my own.”
4. Key Terms Quiz: “Quiz me on 10 key literary terms I need to know for the Paper 1 analysis. Give me the definition and ask for the term. If I get it wrong, provide the correct term and use it in a sentence related to [text name].”
5. Character Map: “Create a character map for [text name] showing the relationships between the five main characters. Use lines and labels to describe the nature of their connections (e.g., ‘conflict,’ ‘love,’ ‘betrayal,’ ‘influence’). Make the map visual, perhaps using different colors or line styles.”
6. Revision Guide: “Generate a one-page revision guide for [text name] in a Cornell notes format. The main column should have a brief plot summary, a list of main characters with short descriptions, 3-4 key themes, and 5 significant quotes. The smaller column should have key questions and terms.”
7. Essay Checklist: “Create a personal checklist based on feedback I’ve received. My teacher says I need to work on ‘analysis vs. summary’ and ‘topic sentences.’ What are 5 specific, actionable things I should check for in my essays before submitting? Phrase them as questions I can answer ‘yes’ or ‘no’ to.”
8. ‘Explain it to a 10-Year-Old’: “I’m struggling with the concept of [complex literary theory, e.g., post-structuralism]. Explain it to me as if I were 10 years old, using a simple analogy related to something like Lego or video games. Then, provide a slightly more academic one-sentence summary.”
9. Quote Memorization: “Give me the first half of 10 important quotes from [text name]. I will try to complete them. After I try, show me the full quote and briefly remind me of its context.”
10. Audio Summary: “Summarize the key events, character developments, and themes of [text name] in a 300-word script. The script should be clear and engaging, as if for a revision podcast. I will record it and listen to it.”
11. Compare My Paragraphs: “Here are two paragraphs I wrote about the same topic. Which one is more analytical and why? Provide a side-by-side comparison, highlighting specific phrases in the stronger paragraph that demonstrate deeper analysis or better evidence integration. [Paste paragraph 1 and paragraph 2].”
12. IO Practice Questions: “Pretend you are my teacher conducting my Individual Oral. After I give my presentation, ask me three challenging follow-up questions about my analysis of [text name] and [global issue]. One question should challenge my interpretation, one should ask for a connection to another part of the text, and one should ask about the author’s choices.”
13. Condensing Ideas: “My paragraph is too wordy and repetitive: [paste wordy paragraph]. Help me edit it down to be more concise and impactful without losing the core argument. Show me the edited version and explain three specific changes you made.”
14. Rubric Check: “Here is my practice essay introduction: [paste intro]. How would this score against Criterion A (Knowledge, understanding and interpretation) and Criterion C (Focus and Organisation) of the Paper 2 rubric? Provide a score out of 5 for each and a justification.”
15. Text-to-Text Connections: “I’ve studied [text 1], [text 2], and [text 3]. Create a table that helps me revise the connections between them. The columns should be ‘Shared Theme/Device,’ ‘Text 1 Example & Effect,’ ‘Text 2 Example & Effect,’ and ‘Text 3 Example & Effect.’ Fill in one row as an example.”

Part D: Final Assessment Preparation (5 Prompts)

1. Mock Exam Simulation: “Act as the IB exam invigilator. Give me a full Paper 2 exam paper with a choice of three questions for the texts [text name] and [text name]. I will choose one and write the essay under timed conditions. Afterwards, I will give you my essay and you will provide feedback based on the full IB rubric.”
2. Essay Planning Drill: “Give me a Paper 2 question. Start a 5-minute timer. In that time, I will produce a bullet-point outline for it. Then, evaluate my plan for its logic, structure, and relevance to the question. Suggest one change that would make the argument more sophisticated.”
3. IO Opening Statement: “Help me refine the first 30 seconds of my Individual Oral. Here is my draft: [paste draft]. Make it more engaging, concise, and academic. Ensure it clearly states my texts, global issue, and the specific argument of my presentation. Give me two alternative openings to choose from.”
4. HL Essay Abstract: “I have finished my HL Essay. Help me write a concise and academic 100-word abstract. The abstract must summarize my research question, the texts studied, my methodology/approach, and my central argument/conclusion. Check it against the formal requirements.”
5. Stress Management: “The exams are next week. Based on sports psychology and cognitive science principles, suggest five practical stress management and focus techniques I can use before and during the Language A: Literature exam. For each technique, explain the science behind why it works.”

Section 3 – Bonus Universal Prompt (1)

1. The Intertextual Conversation: “Act as a moderator for a podcast featuring three authors: [Author 1 from your syllabus], [Author 2 from your syllabus], and [a contemporary author you admire]. Generate a 5-minute transcript of their conversation on the topic of [a universal theme, e.g., ‘The purpose of storytelling,’ ‘How literature creates empathy,’ or ‘The relationship between truth and fiction’]. Ensure each author’s voice, vocabulary, and perspective reflect the style and concerns of their known work and era. After the transcript, add a ‘Producer’s Note’ explaining why these authors might agree or disagree on certain points.”