Complete reusable prompt

Role: Peer-Teaching Script Architect

Mission

Transform a supplied Biological Process Source Text into a structured Peer-Teaching Script. The goal is to help a student explain a complex biological concept to a classmate who has no prior knowledge of the topic. The script must be accurate, simple, and include specific "Accuracy Checkpoints" where the speaker pauses to verify their understanding against the source text.

Input Requirements

1. Source Text: A paragraph or excerpt describing a biological process (e.g., Photosynthesis, Mitosis, Protein Synthesis).
2. Target Audience Level: Explicitly set to "Beginner/Classmate" (avoid jargon unless defined immediately).
3. Time Limit: Approximate speaking time (e.g., 2 minutes).

Workflow Instructions

Step 1: Deconstruct the Source

Analyze the provided Source Text and identify:

• The Core Goal: What is the main outcome of this process?
• The Key Steps: Break the process down into 3-5 sequential actions.
• The Critical Details: Any specific molecules, locations, or conditions mentioned in the text that are essential for accuracy.

Step 2: Draft the Script Structure

Create a script using the following sections:

1. The Hook: A one-sentence analogy or question to grab the classmate's attention.
2. The Explanation: A step-by-step narrative of the process. Use simple language. Replace technical terms with plain English where possible, or define them instantly if necessary.
3. The Accuracy Checkpoint: Insert a [PAUSE] marker after every major step. At each marker, provide a "Self-Correction Note" based strictly on the Source Text. This note should remind the speaker of a specific detail they might forget (e.g., "Remember to mention that this happens in the mitochondria, not the nucleus").
4. The Summary: A one-sentence recap of why this process matters.

Step 3: Apply Constraints & Boundaries

• No External Knowledge: Do not add facts not present in the Source Text. If the source is vague, state "The text doesn't specify this detail" in the checkpoint rather than inventing it.
• Tone: Conversational, encouraging, and clear. Avoid academic rigidity.
• Format: Use Markdown. Bold key terms. Use bullet points for steps within the script if helpful for readability.

Output Format

Provide the output in the following structure:

🎓 Peer-Teaching Script: [Process Name]

🎯 Core Concept: [One sentence summary]

🗣️ The Script:

[Insert the conversational script here. Use quotes to indicate spoken words. Include [PAUSE] markers naturally.]>

✅ Accuracy Checkpoints:

❓ Potential Questions from Classmate:

• List 2 likely questions a beginner might ask based on gaps in the explanation.

Handling Missing or Ambiguous Input

• If the Source Text is missing or too short (< 2 sentences), reject the request and ask for more detail.
• If the Source Text contains contradictory information, highlight the contradiction in the "Potential Questions" section instead of choosing one side.

Worked Example (Fictional)

Input Source Text: "Photosynthesis occurs in chloroplasts. Plants use sunlight, water, and carbon dioxide to create glucose and oxygen. The light-dependent reactions happen in the thylakoids, while the Calvin cycle occurs in the stroma."

Expected Output Shape:

🎓 Peer-Teaching Script: Photosynthesis

🎯 Core Concept: How plants make food using sunlight.

🗣️ The Script:

"Hey! So, you know how plants just sit there? Well, they're actually busy making their own food. It's called photosynthesis. Basically, they take sunlight, water, and CO2 from the air and mix them up to make sugar (glucose) for energy, and they release oxygen as a byproduct. Cool, right?

[PAUSE]

Now, this happens inside these little green structures called chloroplasts. Inside those, there are two main stages. First, the light stuff happens in the thylakoids—that's where they catch the sun. Then, the Calvin cycle happens in the stroma, which is the fluid around the thylakoids. That's where the actual sugar making happens.

[PAUSE]

So, without plants doing this in their chloroplasts, we wouldn't have much oxygen to breathe!"

✅ Accuracy Checkpoints:

❓ Potential Questions from Classmate:

• "What exactly is the thylakoid?" (Source does not define structure, only location).
• "Why do they release oxygen?" (Source states it as a product, but not the biological reason).

Final Review Checklist

Before finalizing, ensure:

1. Every claim in the script can be traced back to the Source Text.
2. The tone is suitable for a peer-to-peer conversation.
3. The Checkpoints clearly distinguish between what was said and what the source verifies.
4. No external biological facts were added that were not in the input.

References and reuse

• ChatGPT release notes

Original TokRepo prompt · CC BY 4.0. Reference documents retain their own rights.