Prompt Design — Intermediate
If you get stuck during this in-class exercise, ask the instructor. Let’s level up.
What you’ll learn
- A quick CRAFT refresh and how to extend it with constraints/evidence.
- Reusable prompt patterns (Summarizer, Explainer, Tutor, Planner, Critic, Formatter).
- Prompt chaining to refine results and build on previous steps.
- How to control tone, scope, and structure so outputs are auditably useful.
- How to spot/avoid common failure modes (vagueness, missing evidence, scope creep).
CRAFT (fast refresh)
Use CRAFT and add constraints/evidence when facts matter.
- Context — why you’re asking; Role — who to act as; Action — exact deliverable;
Format — headings/bullets/JSON; Target Audience — who it’s for. - Constraints (word/time limits, must include/avoid) and Evidence (citations/URLs).
Typo fix from earlier pages: “Target Audience,” not “Targe Audience.” Accuracy starts with you.
Patterns library (copy/paste)
Use these as building blocks; swap in your topic.
Summarizer
Role: Academic editor Action: Summarize the text into 150–180 words. Format: Bullet points with headings: Key Claim, Evidence, Limitations. Constraints: No new facts; keep author terminology. Evidence: Quote 2 short phrases (<=10 words) with line refs if available.
Explainer
Role: Subject expert Action: Explain
Tutor
Role: Patient tutor Action: Diagnose what I misunderstand about
Planner
Role: Project planner Action: Produce a 5-step plan to achieve
Critic Role: Critical reviewer Action: Assess my draft for Accuracy, Coverage, Clarity, Sources, Formatting. Format: Table with Score(1–5), Evidence, Fix. Constraints: No rewriting yet; only diagnosis.
Formatter Role: Technical formatter Action: Reformat this into Markdown with H2/H3, numbered lists, and a 120-word abstract. Constraints: Do not change meaning; flag any missing citations as [MISSING REF].
Advanced tips & examples
1) Start a new chat when context changes 
- Old context can contaminate answers. Use New Topic (or “new chat”) for unrelated tasks.
2) Tone control
- Poor:
Weather in Paris. - Better:
Give me a lighthearted weather update for Paris, France, with a humorous twist. - Now try: same request in neutral and formal tones. Which suits your goal?
3) Examples & analogies (few-shot prompting)
- Poor:
Explain cyclones. - Better:
Explain how cyclones form, using Cyclone Nisarga as the example. Provide sources. - Try adding one mini example of your own to guide the style.
4) Limit scope
- Poor:
Tell me everything about weather. - Better:
Outline 4 factors that influence thunderstorm formation; 1 sentence each; list sources. - Scope = fewer errors, faster checking.
5) Iterate with acceptance criteria
- Initial:
Weather in London. - Refined:
Weekend forecast for London, UK, with any weather warnings. Format: bullets; include source links. - Add acceptance criteria: “Contains date range, temperature range, precipitation chance; max 80 words.”
6) Prompt chaining (build on prior output)
- First:
What factors affect local weather conditions? - Then:
Considering those factors, draft a 3-bullet safety advisory for hikers near San Francisco this weekend. Include sources. - Chaining = focused refinement, not rambling.
7) Leverage precedents (transfer learning) 
- Prior prompt:
Explain El Niño and its impact on global weather patterns. - New prompt:
Explain La Niña and its impact on global weather patterns. Provide sources.
8) Assign a useful role
You are the head of a creative department at an ad agency. Action: Brainstorm 5 campaign taglines for
9) Image generation (availability varies by tool/tier)
- Try Meta.ai or Copilot.
- Prompt:
Create an image of a Grade 2 student learning about the weather in a classroom.
Check for artifacts (extra fingers, text gibberish, anatomy errors) before using.
Badge evidence: capture a screenshot of your own image prompt + output.
Practice set (15–20 min)
A. Global warming (text)
- Initial:
What is global warming and what are its causes? Provide sources.
-
Scope:
Limit to 300 words at a Grade 4 reading level. -
Tone (style shift):
Reword in a playful style suitable for Grade 4, while keeping facts accurate and cited.
(Avoid asking for an identifiable author’s proprietary style; keep it generic.)
B. Global warming (image)
- Prompt:
Create an image of a Grade 4 student learning about global warming in a classroom.
- Variation:
Adjust the illustration to look like simple children’s book line art.
C. Lesson plan chaining
- Start a new chat, then:
I teach Grade 4. Generate a 60-minute lesson on local weather with a 30-minute hands-on activity. Format: Objectives, Materials, Steps with times, Assessment, Differentiation.
- Follow-up:
Provide step-by-step student instructions for the activity at a Grade 4 reading level.
- Add acceptance criteria:
The plan must fit 60 minutes total, list 3 materials only, and include one formative check.
Reflection (2–3 min)
- Which acceptance criteria improved quality the most?
- Where did tone or scope reduce errors?
- What will you reuse as a personal template?
Self-check (2 min)
- Did you specify CRAFT + constraints/evidence?
- Is tone and scope appropriate for your audience?
- Did you chain prompts rather than rewrite from scratch?
- Are sources verifiable (and not just names without links)?
- Would your output pass your own acceptance criteria?
Acceptance criteria mini-library
- Summary: 120–150 words, neutral tone, no new facts, 1 quote ≤10 words.
- Plan: 5 steps; each has Objective • Inputs • Acceptance; total ≤180 words.
- Table: Columns fixed; max 6 rows; no empty cells.
- Evidence: Each claim has URL + date; if unsure → “NOT SURE”.
Go further
A practical overview of techniques worth skimming next:
Prompt engineering techniques