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Few-Shot Prompts

 

Leveraging Few-Shot Prompts for Diverse Natural Language Processing Tasks

Few-shot prompting has emerged as a powerful technique in natural language processing (NLP), enabling large language models (LLMs) to perform a variety of tasks by providing only a limited number of input-output examples directly within the prompt.1 This approach capitalizes on the inherent in-context learning capabilities of these models, allowing them to understand and generalize from the given demonstrations without requiring extensive fine-tuning.1 The fundamental idea behind few-shot prompting is to illustrate the desired output format, style, and content to the model through carefully selected examples, thereby guiding its response to a new, unseen query.3 This method stands in contrast to zero-shot prompting, where no examples are provided, and one-shot prompting, which includes only a single example.1 Typically, the number of examples, often referred to as "shots," ranges from two to five.9 The model's ability to perform the task stems not from rote memorization of the examples, but from its capacity to identify underlying patterns and apply them to new situations. The quality and relevance of these examples are therefore paramount for effectively directing the model's output.

Few-shot prompting offers several advantages, including faster adaptation to new tasks or topics compared to traditional fine-tuning methods.3 It also significantly reduces the need for large volumes of labeled data 3, making it particularly useful in scenarios where data is scarce. This technique facilitates rapid prototyping and testing of new applications 13 and proves highly effective for tasks that demand specific output formats or styles.1 Furthermore, it can enhance the accuracy and consistency of the model's output, especially for more intricate tasks 11, and can guide the generation of creative content in desired styles or genres.4 The efficiency and flexibility inherent in few-shot prompting make it a valuable asset when labeled data is limited or when swift adaptation to novel tasks is required. By presenting targeted examples, the LLM's extensive pre-trained knowledge can be channeled towards the specific demands of the task at hand, achieving notable performance without the necessity for extensive retraining.

Despite its strengths, few-shot prompting also has limitations. The constraints of the context window in which prompts are processed can restrict the number of examples that can be included.1 If the provided examples are too similar or do not adequately represent the complexity of the task, overgeneralization might occur.1 There is also a risk that the model might focus on superficial patterns in the examples rather than gaining a deeper understanding of the task itself.1 Compared to more advanced techniques like chain-of-thought prompting or fine-tuning, performance on highly complex reasoning tasks might be limited.9 The overall effectiveness of few-shot prompting is also heavily dependent on the quality of the examples provided.12 While a powerful tool, it is not a panacea and possesses limitations, particularly for tasks requiring deep inferential capabilities or very subtle comprehension. The learning derived from the examples is temporary, lasting only for the duration of the current interaction. The number and quality of examples must be carefully considered to avoid misleading the model or exceeding the constraints of the context window.

Crafting an effective few-shot prompt involves several key elements. A clear and explicit definition of the task within the prompt is essential.5 Providing relevant background information can further assist the model in understanding the task's objectives.9 The inclusion of structured examples that clearly demonstrate the expected input-output format is also crucial.5 Diverse examples that cover various aspects and potential variations of the task can enhance the model's ability to generalize.3 Maintaining consistent formatting across all examples helps the model identify patterns more readily.3 The number of examples should typically be between two and five, striking a balance between providing sufficient guidance and avoiding overwhelming the model.3 Careful selection of examples that closely align with the task and the desired output is paramount.4 Consideration should also be given to the order and relevance of the examples presented.1 When applicable, including both positive and negative examples can further refine the model's understanding of the task boundaries.3 Designing effective few-shot prompts necessitates careful consideration of these various factors, encompassing the task itself, the characteristics of the examples, and the desired format of the output. The objective is to provide enough high-quality demonstrations to enable the model to accurately infer the task's requirements and apply them to new, unseen inputs.

Few-Shot Prompting for Text Classification

Text classification, the task of assigning predefined categories to text documents, benefits significantly from few-shot prompting. By providing a few labeled examples, LLMs can quickly learn to classify new, unseen text.

Example 1: Sentiment Analysis

Sentiment analysis, which involves determining the emotional tone expressed in a piece of text, is a common application of text classification.1 A typical few-shot prompt for this task begins with a clear instruction, such as "Classify the sentiment of the following text as positive, negative, or neutral".1 This instruction is followed by several examples of text paired with their corresponding sentiment labels. For instance, a prompt might include examples like: "Text: This movie was a waste of time. Sentiment: Negative" and "Text: I couldn't stop laughing throughout the film! Sentiment: Positive".1 Finally, the prompt presents a new, unlabeled text, such as "Text: The special effects were amazing, but the plot was confusing. Sentiment:", prompting the model to classify its sentiment.1 The format often follows a consistent pattern like "Text: [text] // Sentiment: [label]" or similar input-output pairs.1 These examples illustrate the relationship between the language used and the assigned sentiment.4 By showcasing positive, negative, and sometimes neutral sentiments, the model learns the nuances associated with each category.4 The examples also demonstrate the desired output format, whether it's a single word label or a percentage breakdown of sentiments.1 Providing examples that cover a range of sentiment intensities (strong positive, strong negative, mixed, neutral) enables the model to generalize effectively to a broader spectrum of textual inputs. The LLM analyzes the vocabulary and phrasing in the examples associated with each sentiment. When it encounters the new text, it compares the linguistic patterns to those in the examples to determine the most likely sentiment. For example, words like "amazing" or "love" in the examples will likely guide the model to classify a new text containing similar words as positive.

Example 2: Topic Classification

Topic classification involves assigning a given text to one or more predefined categories.1 A few-shot prompt for this task typically begins by stating the classification objective and listing the available categories.2 Following this, several examples of text snippets, such as customer support tickets or news headlines, are provided along with their corresponding topic labels (e.g., "Technical Issue," "Billing Inquiry," "General Inquiry," "Food," "Entertainment," "Health," "Wealth").2 The prompt concludes with a new text that needs to be classified.2 The format often follows "Text: [text] Category: [label]" or similar structures.2 The examples illustrate the characteristics and keywords associated with each topic category.2 By observing examples of texts belonging to different categories, the model learns to differentiate between them based on their content and language.2 The examples also demonstrate the expected output format, which is the selection of one of the predefined categories.2 Providing examples that encompass the breadth of the topic categories helps the model to make accurate classifications for novel, unseen texts. The LLM examines the vocabulary and context of the example texts for each topic. For instance, examples labeled "Technical Issue" might contain words like "login," "error," or "system." When the model encounters a new ticket with similar terms, it will likely classify it under the same category.

Example 3: Customer Support Ticket Categorization

A specific instance of topic classification is the categorization of customer support tickets into predefined categories like "Technical Issue," "Billing Inquiry," or "General Inquiry".2 A few-shot prompt for this task usually starts by explicitly stating the classification task and listing the relevant categories.2 Subsequently, several examples of customer support tickets are provided, each clearly labeled with its correct category.2 The prompt then presents a new, unclassified customer support ticket for the model to categorize.2 The format typically uses labels like "Ticket:" for the input and "Category:" for the output.2 The examples provide concrete instances of the types of issues that fall under each category.2 For example, a ticket concerning login problems is classified as a "Technical Issue," while a query about billing is labeled as "Billing Inquiry".2 The model learns to associate specific keywords and phrases within the tickets with their corresponding categories.2 Clear and unambiguous examples are crucial for this task, as the categories need to be well-defined and the examples should accurately represent them. The LLM analyzes the language used in the example tickets for each category. It identifies patterns in the vocabulary and the nature of the customer's problem. When a new ticket is presented, the model matches its content to the patterns observed in the examples to assign the most appropriate category.

Few-Shot Prompting for Text Generation

Few-shot prompting is also highly effective for guiding LLMs to generate various forms of creative and practical text by demonstrating the desired style, format, and content.

Example 1: Generating Rhyming Couplets

Generating rhyming couplets, which are two-line poems with rhyming end words, can be achieved using few-shot prompting.13 A prompt for this task often begins with an instruction like "Generate a rhyming couplet about a tree:".13 This is followed by a few examples where an input word (e.g., "cat," "sky") is paired with a rhyming couplet related to that word, such as "Input: cat Output: The curious cat, so sleek and fat, Curled up cozy on the welcome mat." and "Input: sky Output: Look up high into the endless sky, Where birds and clouds go drifting by.".13 Finally, a new input word (e.g., "tree") is provided, prompting the model to generate a similar couplet.13 The format typically follows "Input: [word] Output: [couplet]".13 The examples illustrate the desired output format: a two-line poem where the last words of each line rhyme.13 They also demonstrate that the content of the couplet should be relevant to the input word 13 and might implicitly suggest a certain tone or style, such as simple and descriptive.13 The examples need to clearly showcase the rhyming pattern and the semantic connection between the input and the generated text. The LLM analyzes the rhyming words in the examples and the relationship between the input word and the generated lines. When a new word is given, it searches for words that rhyme with it and constructs a couplet that incorporates both the rhyme and the meaning related to the input word.

Example 2: Generating Product Descriptions

Creating concise and engaging product descriptions that highlight key features and benefits is another area where few-shot prompting excels.7 A prompt for this task often starts with an instruction to generate product descriptions, specifying the desired tone and focus, such as concise, engaging, and highlighting features and benefits.7 This is followed by a few examples, each presenting a product name and a description that showcases its features and advantages. For instance, "Product: Wireless Earbuds Description: Immerse yourself in crystal-clear audio with our sleek wireless earbuds. Featuring noise-cancellation technology and a comfortable fit, these earbuds are perfect for music lovers on the go." and "Product: Smart Watch Description: Stay connected and track your fitness with our advanced smart watch. With heart rate monitoring, GPS, and a vibrant touch screen, it's your perfect companion for an active lifestyle.".7 Finally, a new product name, such as "Ergonomic Office Chair," is provided for the model to generate a description.7 The format typically follows "Product: [name] Description: [description]".7 The examples demonstrate the desired style and tone for the product descriptions, such as persuasive and informative.7 They show how to present key features and link them to benefits for the customer, as seen in the earbuds example with noise cancellation and its benefit for music lovers.7 The examples also illustrate the expected length and level of detail in the descriptions.7 The examples should cover a range of product types to help the model generalize its understanding of effective product description writing. The LLM analyzes the language used in the example descriptions, identifying how features are phrased as benefits and what kind of vocabulary is used to create an engaging tone. When a new product is given, it applies these learned patterns to generate a description that highlights its potential value to the customer.

Example 3: Creative Story Beginning

Writing the initial part of a story based on a given prompt or theme is another creative task that can be effectively guided by few-shot prompting.13 A prompt for this often starts with an instruction to generate a story beginning based on a specific prompt or theme, for example, "A young woman discovers a magical amulet." or "A knight stumbles upon a hidden portal in the woods.".13 This might be followed by a few examples where a story prompt is accompanied by a short narrative that could serve as the beginning of such a story, such as "Prompt: A young woman discovers a magical amulet. Story Start: The dusty attic held treasures forgotten by time, and as Amelia sifted through forgotten trinkets, her fingers brushed against something cold and smooth. It was an amulet, intricately carved with swirling patterns, and as she held it, a warmth spread through her.".22 Finally, a new story prompt, like "A knight stumbles upon a hidden portal in the woods," is provided for the model to use as the basis for its generated text.13 The format can be "Prompt: [theme] Story Start: [text]".22 The examples demonstrate the desired narrative style, tone, and level of detail for the story beginning.22 They show how to take a basic premise and expand upon it with descriptive language, setting the scene, introducing characters, and hinting at potential conflicts or developments.22 The examples might also implicitly suggest a particular genre or type of story, such as fantasy or mystery.22 The examples should clearly illustrate how to transition from a simple prompt to an engaging and imaginative piece of writing. The LLM analyzes the example story beginnings, paying attention to how the initial prompt is interpreted and expanded upon. It learns about common narrative structures, descriptive techniques, and ways to create intrigue. When a new prompt is given, it draws upon this learned understanding to generate a story opening that aligns with the style and quality of the examples.

Few-Shot Prompting for Reasoning and Question-Answering

Few-shot prompting can also guide LLMs in performing reasoning tasks and answering questions that require more than just factual recall. By providing examples of the desired reasoning process or answer format, the model can learn to respond appropriately to new, similar queries.

Example 1: Logical Inference about Odd Numbers

Determining whether the sum of odd numbers in a given group is even or odd is a task that tests logical inference.16 A few-shot prompt for this might present a series of examples, each containing a group of numbers and the corresponding answer (True or False) to the question of whether the odd numbers sum to an even number. For instance, "The odd numbers in this group add up to an even number: 4, 8, 9, 15, 12, 2, 1. A: False." and "The odd numbers in this group add up to an even number: 17, 10, 19, 4, 8, 12, 24. A: True.".16 Finally, a new group of numbers is provided for the model to analyze and answer the same question, such as "The odd numbers in this group add up to an even number: 15, 32, 5, 13, 82, 7, 1. A:".16 The format often follows "The odd numbers in this group add up to an even number: [numbers]. A: [answer]".16 The examples demonstrate the logical process required: identifying the odd numbers, summing them, and checking if the sum is even.16 By providing multiple examples with different outcomes, the model can learn the underlying rule.16 This example illustrates that for complex logical reasoning, few-shot prompting alone might not always be sufficient, and techniques like chain-of-thought prompting might be needed.16 The LLM attempts to identify the pattern in the provided examples by performing the calculation for each. It learns that it needs to filter out even numbers, sum the remaining odd numbers, and then determine the parity of the sum. When a new set of numbers is given, it applies this learned process to arrive at the answer.

Example 2: Factual Recall about Capitals

Recalling the capital city of a given country is a factual question-answering task.10 A few-shot prompt for this could provide a list of examples, each consisting of a country and its corresponding capital city, such as "Country: France Capital: Paris," "Country: Japan Capital: Tokyo," and "Country: Canada Capital: Ottawa".10 Finally, a new country, like "Country: Germany Capital:", is presented for the model to complete.10 The format is often "Country: [country] Capital: [city]".10 The examples demonstrate the relationship between a country and its capital.10 By seeing multiple examples, the model reinforces its pre-existing knowledge about world geography and the format of the question-answer pairs.10 For factual recall tasks where the information is likely present in the model's training data, few-shot prompting can help ensure the correct format and improve accuracy. The LLM accesses its internal knowledge base to retrieve the capital associated with each country in the examples. When a new country is provided, it performs a similar lookup to find and output the corresponding capital, following the format demonstrated in the examples.

Example 3: Multi-Step Reasoning about Historical Figures

Answering questions that require multiple steps of reasoning or information retrieval, such as comparing the lifespans of historical figures, can also be approached with few-shot prompting.17 A prompt might present a question (e.g., "Who lived longer, Muhammad Ali or Alan Turing?") followed by a detailed reasoning process that breaks down the question into smaller steps (e.g., finding the birth and death dates or ages at death for each person) and then provides the final answer.17 For example, "Question: Who lived longer, Muhammad Ali or Alan Turing? Answer: Are follow up questions needed here: Yes. Follow up: How old was Muhammad Ali when he died? Intermediate answer: Muhammad Ali was 74 years old when he died. Follow up: How old was Alan Turing when he died? Intermediate answer: Alan Turing was 41 years old when he died. So the final answer is: Muhammad Ali.".17 The prompt might include a few such examples demonstrating this step-by-step reasoning.17 Finally, it poses a new question requiring similar multi-step reasoning.17 The format often involves a question followed by "Answer:" and then the detailed reasoning steps leading to the final answer.17 The examples teach the model how to approach complex questions by breaking them down into smaller, more manageable sub-questions.17 They demonstrate the process of retrieving necessary information (e.g., ages at death) and using it to arrive at the final answer.17 This showcases the power of few-shot prompting in guiding the model to perform chain-of-thought reasoning, even without explicit instructions to do so. The LLM analyzes the example reasoning processes, identifying the sequence of steps taken to answer the initial question. When a new, similar question is presented, it attempts to replicate this step-by-step approach, breaking down the problem into intermediate queries, retrieving the necessary information, and then synthesizing the final answer based on the intermediate findings.

Conclusion

In summary, few-shot prompting is a versatile and effective technique for guiding large language models across a wide range of NLP tasks by providing a small number of illustrative examples. Designing effective few-shot prompts hinges on the clarity, relevance, diversity, and consistency of these examples. Typically, using two to five examples strikes a good balance, though experimentation might be needed to determine the optimal number for a specific task. Clear task instructions and relevant context are also crucial for guiding the model's response. Utilizing structured input-output formats within the examples further enhances the model's ability to understand the desired output.

The design of few-shot prompts can vary depending on the specific NLP task. For text classification, it is important to include examples that cover all relevant categories to ensure the model can accurately assign labels to new text. In text generation, the examples should effectively showcase the desired style, tone, and content to steer the model towards producing outputs that align with the user's expectations. For reasoning tasks, particularly those requiring complex inference, including examples that demonstrate the step-by-step reasoning process can be highly beneficial in guiding the model towards correct or relevant answers. However, it is important to acknowledge that for very complex tasks, few-shot prompting alone might not always be sufficient, and other techniques like chain-of-thought prompting or fine-tuning might be necessary to achieve the desired level of performance.

Looking ahead, the field of few-shot prompting continues to evolve. Future research may focus on areas such as automated example selection, which could help users identify the most effective examples for a given task. Prompt optimization techniques aimed at further enhancing the performance of few-shot prompts are also likely to be explored. Additionally, the integration of external knowledge sources with few-shot learning could potentially expand its capabilities and applicability. As large language models continue to advance, their ability to learn from and generalize based on a limited number of examples is also expected to improve, further solidifying the role of few-shot prompting as a key technique in the NLP landscape.

Technique

Number of Examples

Reliance on Pre-trained Knowledge

Data Requirements

Adaptation Speed

Use Cases

Zero-Shot Prompting

0

High

Minimal

Very Fast

Simple tasks, factual recall

One-Shot Prompting

1

High

Minimal

Fast

Slightly more complex tasks, clarifying output format

Few-Shot Prompting

2-5

High

Minimal

Fast

Tasks requiring specific formats, styles, or nuanced understanding; text classification, generation, reasoning

Fine-Tuning

Many

Moderate

Significant

Slower

Complex tasks requiring domain-specific knowledge or significant performance gains

Works cited

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  2. Provide examples (few-shot prompting) - Amazon Nova - AWS Documentation, accessed April 6, 2025, https://docs.aws.amazon.com/nova/latest/userguide/prompting-examples.html

  3. The Few Shot Prompting Guide - PromptHub, accessed April 6, 2025, https://www.prompthub.us/blog/the-few-shot-prompting-guide

  4. Few Shot Prompting : Definition, Usage and Example - Kata.ai's Blog!, accessed April 6, 2025, https://kata.ai/blog/few-shot-prompting-definition-usage-and-example/

  5. Prompt_Engineering/all_prompt_engineering_techniques/few-shot ..., accessed April 6, 2025, https://github.com/NirDiamant/Prompt_Engineering/blob/main/all_prompt_engineering_techniques/few-shot-learning.ipynb

  6. What is few shot prompting? - IBM, accessed April 6, 2025, https://www.ibm.com/think/topics/few-shot-prompting

  7. Include few-shot examples | Generative AI - Google Cloud, accessed April 6, 2025, https://cloud.google.com/vertex-ai/generative-ai/docs/learn/prompts/few-shot-examples

  8. Mastering Few-Shot Prompting: A Comprehensive Guide | by Software Guide - Medium, accessed April 6, 2025, https://softwareguide.medium.com/mastering-few-shot-prompting-a-comprehensive-guide-6eda3761538c

  9. Mastering Few Shot Prompting: A Guide to AI with Minimal Examples - Wordware, accessed April 6, 2025, https://www.wordware.ai/blog/mastering-few-shot-prompting-a-guide-to-ai-with-minimal-examples

  10. What is Zero, One, and Few-Shot LLM Prompting? | by Tahir | Mar, 2025 | Medium, accessed April 6, 2025, https://medium.com/@tahirbalarabe2/what-is-zero-one-and-few-shot-llm-prompting-946fc5f64ec3

  11. Comprehensive Guide to Few-Shot Prompting Using Llama 3 | by ..., accessed April 6, 2025, https://medium.com/@marketing_novita.ai/comprehensive-guide-to-few-shot-prompting-using-llama-3-d574c07b617c

  12. What is Few-Shot Prompting? Examples & Uses - Digital Adoption, accessed April 6, 2025, https://www.digital-adoption.com/what-is-few-shot-prompting-examples-uses/

  13. Few-Shot Prompting: Examples, Theory, Use Cases | DataCamp, accessed April 6, 2025, https://www.datacamp.com/tutorial/few-shot-prompting

  14. A Guide to Prompt Engineering: From Zero Shot to Chain of Thought - E2E Networks, accessed April 6, 2025, https://www.e2enetworks.com/blog/a-guide-to-prompt-engineering-from-zero-shot-to-chain-of-thought

  15. Zero-Shot and Few-Shot Learning with LLMs - neptune.ai, accessed April 6, 2025, https://neptune.ai/blog/zero-shot-and-few-shot-learning-with-llms

  16. Few-Shot Prompting | Prompt Engineering Guide, accessed April 6, 2025, https://www.promptingguide.ai/techniques/fewshot

  17. Few shot Prompting and Chain of Thought Prompting | by Mahesh Kumar SG | Medium, accessed April 6, 2025, https://medium.com/@maheshkumarsg1/few-shot-prompting-and-chain-of-thought-prompting-462201ab60ff

  18. Knowledge-Guided Prompt Learning for Few-Shot Text Classification - MDPI, accessed April 6, 2025, https://www.mdpi.com/2079-9292/12/6/1486

  19. Prompt-Based Meta-Learning For Few-shot Text Classification - ACL Anthology, accessed April 6, 2025, https://aclanthology.org/2022.emnlp-main.87/

  20. Prompt-Based Label-Aware Framework for Few-Shot Multi-Label Text Classification, accessed April 6, 2025, https://research.google/pubs/prompt-based-label-aware-framework-for-few-shot-multi-label-text-classification/

  21. Exploring Few-Shot Prompts with LangChain | by Donato_TH | Donato Story - Medium, accessed April 6, 2025, https://medium.com/donato-story/exploring-few-shot-prompts-with-langchain-852f27ea4e1d

  22. Few-Shot prompting for AI Creative writing - ALwrity, accessed April 6, 2025, https://www.alwrity.com/post/few-shot-prompting-for-ai-creative-writing

  23. Few-Shot Prompting: Clearly Explained with Examples – AI StartUps ..., accessed April 6, 2025, https://cheatsheet.md/prompt-engineering/few-shot-prompting

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Input Test (AI Preliminary Steps Awaiting Refinement)

 

 

 Base Prompt

CONTEXT: We are going to create one of the best Gemini GPT prompts ever written. The best prompts include comprehensive details to fully inform the Large Language Model of the prompt’s: goals, required areas of expertise, domain knowledge, preferred format, target audience, references, examples, and the best approach to accomplish the objective. Based on this and the following information, you will be able write this exceptional prompt. 

ROLE: You are an expert school administrator with 25 years of experience.  You are known for creating extremely detailed prompts that result in school high school schedules for  500 students. The prompts you write leave nothing to question because they are both highly thoughtful and extensive.

ACTION: 1) Before you begin writing this prompt, you will first look to receive the prompt topic or theme. If I don't provide the topic or theme for you, please request it. 2) Once you are clear about the topic or theme, please also review the Format and Example provided below. 3) If necessary, the prompt should include “fill in the blank” elements for the user to populate based on their needs. 4) Take a deep breath and take it one step at a time. 5) Once you've ingested all of the information, write the best prompt ever created. 

FORMAT: For organizational purposes, you will use an acronym called "C.R.A.F.T." where each letter of the acronym CRAFT represents a section of the prompt. Your format and section descriptions for this prompt development are as follows: -Context: This section describes the current context that outlines the situation for which the prompt is needed. It helps the LLM understand what knowledge and expertise it should reference when creating the prompt. -Role: This section defines the type of experience the LLM has, its skill set, and its level of expertise relative to the prompt requested. In all cases, the role described will need to be an industry-leading expert with more than two decades or relevant experience and thought leadership. -Action: This is the action that the prompt will ask the LLM to take. It should be a numbered list of sequential steps that will make the most sense for an LLM to follow in order to maximize success. -Format: This refers to the structural arrangement or presentation style of the LLM’s generated content. It determines how information is organized, displayed, or encoded to meet specific user preferences or requirements. Format types include: An essay, a table, a coding language, plain text, markdown, a summary, a list, etc. -Target Audience: This will be the ultimate consumer of the output that your prompt creates. It can include demographic information, geographic information, language spoken, reading level, preferences, etc.

TARGET AUDIENCE: The target audience for this prompt creation is Pocahontas Schools o1. Please reference the example I have just provided for your output. Again, take a deep breath and take it one step at a time. 

The "C.R.A.F.T." framework consists of:

  • Context: Providing background information to guide the LLM.

  • Role: Defining the expertise and perspective the LLM should adopt.

  • Action: Listing clear, step-by-step instructions for the LLM to follow.

  • Format: Specifying how the output should be structured (e.g., markdown, table, essay).

  • Target Audience: Describing the intended audience for the output.

 Entered Prompt

Copy and paste the above blue font copy into the Gemini 2.5 Advanced.

Hit enter of right triangle to active. 

Wait until research is completed 

-------------------------------------------

Results

Okay, I understand. My role is an expert school administrator with 25 years of experience, specializing in creating highly detailed prompts for generating high school schedules (specifically for ~500 students). My task is to write one such exceptional prompt, using the C.R.A.F.T. framework you've provided.

The topic/theme is clear: Creating a Master High School Schedule for approximately 500 students for Pocahontas Schools.

I have reviewed the C.R.A.F.T. structure and its definitions. I will incorporate "fill in the blank" elements for Pocahontas Schools to customize the prompt with their specific data. I will ensure the prompt is comprehensive and leaves little room for ambiguity, reflecting my extensive experience.

Taking a deep breath and proceeding step-by-step.

Here is the exceptional C.R.A.F.T. prompt designed for an LLM to generate a high school master schedule for Pocahontas Schools:


Prompt for Generating Pocahontas Schools High School Master Schedule

(Note to LLM: Please process the following instructions meticulously to generate the required high school schedule. Adhere strictly to the defined Role, Action steps, and Format.)

C - Context:

  • Situation: Pocahontas Schools requires a comprehensive master schedule for its high school for the upcoming academic year [2025-2026]. The school serves approximately 500 students in grades [9-12].

  • Goal: The primary goal is to create an optimized, equitable, and conflict-minimized master schedule that accommodates student course requests, fulfills graduation requirements, adheres to teacher contracts and certifications, respects facility limitations, and supports the school's educational philosophy and specific programmatic needs (e.g., block scheduling, traditional periods, special programs).

  • Key Priorities:

    • Maximize fulfillment of student course requests, prioritizing required courses for graduation and grade progression.

    • Ensure balanced class sizes across sections of the same course, within acceptable ranges [Min 10, Max 20, with exceptions for specific courses like PE or Special Ed].

    • Adhere strictly to teacher certifications and contract limitations (e.g., number of preparations, maximum class load, duty-free lunch, planning periods).

    • Optimize room utilization, assigning courses to appropriate spaces (e.g., science labs, computer labs, standard classrooms, gym).

    • Minimize student and teacher conflicts.

    • Accommodate specific scheduling constraints such as singleton courses (courses with only one section), linked courses (e.g., specific cohorts), resource room pull-outs, or travel time between buildings if applicable.

    • Integrate [4-period traditional day, A/B block schedule, rotating drop schedule] with defined start/end times, passing times, and lunch periods 1 lunch shifts during Period 3].

  • Data Provided: You will be provided with detailed input data (typically in structured formats like spreadsheets or lists) covering:

    • Student Information (ID, Grade Level)

    • Student Course Requests (prioritized if necessary)

    • Course Catalog (Course Code, Name, Credits, Prerequisites, Grade Level Restrictions, Section Limits, Room Requirements, Associated Fees/Materials if relevant for grouping)

    • Teacher Information (ID, Certifications, Courses Qualified to Teach, Contractual Limitations - e.g., max sections, prep period preference/requirement, unavailability times)

    • Room Inventory (Room Number, Capacity, Type - e.g., Lab, Standard, Gym, Special Equipment)

    • Specific Constraints (e.g., Courses that cannot conflict, Teachers needing specific rooms, Shared teacher arrangements, IEP-driven scheduling needs).

R - Role:

  • You are to act as an Expert Master Scheduler and Educational Logistics Optimizer.

  • You possess the equivalent of over 20 years of experience in designing complex high school schedules, particularly for schools with populations between 400-800 students.

  • Your expertise includes deep knowledge of constraint satisfaction problems, scheduling algorithms, educational administration requirements, student equity considerations, teacher contract nuances, and facility management within a school context.

  • You are meticulous, detail-oriented, and capable of processing and balancing numerous competing variables to produce the most effective and efficient schedule possible. You understand the critical impact scheduling has on school culture, student learning, and teacher satisfaction.

A - Action:

  • 1. Ingest and Validate Data: Process all provided data files/lists for students, courses, teachers, rooms, and constraints. Identify any immediate inconsistencies or missing critical information and flag it (though assume for generation purposes the data is largely complete unless logically impossible).

  • 2. Prioritize Core & Singleton Courses: Schedule core graduation requirements and singleton courses first, as these often have the least flexibility. Assign certified teachers and appropriate rooms.

  • 3. Assign Teachers: Assign certified teachers to remaining course sections, respecting their contractual limits (number of preps, total sections, planning periods). Note any sections that cannot be covered due to certification or availability constraints. Ensure required planning periods and duty-free lunches are incorporated according to the bell schedule and contracts [Specify Planning Period Requirements, e.g., one 45-min prep per day].

  • 4. Allocate Rooms: Assign appropriate rooms to all scheduled sections based on capacity, type (lab, standard, etc.), and any specific course requirements. Flag any room conflicts or shortages.

  • 5. Schedule Students: Populate students into scheduled course sections based on their requests.

    • Prioritize required courses over electives.

    • Use student request priority data if provided [Specify if using priority codes, e.g., 1=Highest].

    • Minimize conflicts in individual student schedules.

    • Attempt to balance class sizes according to the specified ranges.

    • Accommodate linked courses or cohort constraints [Specify any known cohorts or linked courses].

    • Consider Special Education inclusions/pull-outs based on provided data [Specify format of SpEd constraint data, e.g., Student X needs Resource Room Period 3].

  • 6. Integrate Lunch Periods: Ensure all students and staff are assigned a lunch period according to the specified structure [e.g., Assign students to Lunch A, B, or C based on their Period 5 class].

  • 7. Conflict Resolution & Optimization: Iteratively attempt to resolve remaining student schedule conflicts by exploring alternative sections or (if allowed by constraints) suggesting alternative viable courses. Aim to maximize the percentage of students receiving their top-choice requests. Re-balance class sizes as needed after conflict resolution attempts.

  • 8. Generate Outputs: Produce the final schedule documents as specified in the 'Format' section below.

  • 9. Report Conflicts & Unmet Needs: Generate concise reports detailing:

    • Any unresolved student schedule conflicts (Student ID, Conflicting Courses/Periods).

    • A list of students with incomplete schedules (fewer courses than required).

    • Unmet course requests (Student ID, Requested Course Not Scheduled, Reason if identifiable - e.g., conflict, section full, prerequisite not met).

    • Any sections that could not be staffed or roomed appropriately.

    • Sections significantly over or under the desired class size range.

F - Format:

  • Primary Output: A Master Schedule presented in a clear Markdown table format. The table should include columns for:

    • Course Code

    • Course Name

    • Section Number

    • Period(s)/Block(s) Scheduled [Adapt column based on bell schedule type]

    • Term/Semester [e.g., S1, S2, Full Year]

    • Teacher Assigned (Last Name or ID)

    • Room Assigned

    • Current Enrollment Count (post-student scheduling)

    • Maximum Capacity

  • Secondary Outputs (Provide as separate, clearly labeled sections):

    • Teacher Schedules: Plain text or Markdown list/table for each teacher, showing their assigned sections (Course, Room, Period) and planning/lunch periods.

    • Student Schedules: Request capability to generate individual student schedules (e.g., provide a sample format or indicate data structure suitable for mail merge - perhaps CSV: StudentID, Period1_Course, Period1_Room, Period1_Teacher, Period2_Course...). Initially, focus on the master schedule and conflict reports. Generation of all 500 individual schedules might be a separate request or require specific output formatting instructions.

    • Room Utilization Grid: Optional, but helpful: A Markdown table showing rooms listed down the side, periods across the top, and the Course/Teacher assigned to each room/period slot.

    • Conflict & Unmet Needs Reports: Clearly formatted plain text lists or Markdown tables as described in Action Step 9.

T - Target Audience:

  • The primary audience for the generated Master Schedule and reports are the School Administrators and Guidance Counselors at Pocahontas Schools. They need this information for final review, potential manual adjustments, communication with staff, and preparation for student schedule distribution.

  • The secondary audience includes Teachers (who will receive their specific schedules) and ultimately Students and Parents (who will receive individual student schedules derived from the master schedule).

  • The output should be clear, well-organized, and use standard educational scheduling terminology. Assume the audience is knowledgeable about school operations but requires unambiguous data presentation for efficient analysis and action.


Please proceed with generating the schedule based on this prompt once Pocahontas Schools provides the necessary input data for the [fill in the blank] sections and the detailed data files mentioned in the Context. Let me know if any part of this prompt requires further clarification before you begin the scheduling task itself.

-------------------------------------------------------------------------------------------------------------------------

  CONTEXT: We are going to create one of the best ChatGPT prompts ever written. The best prompts include comprehensive details to fully inform the Large Language Model of the prompt’s: goals, required areas of expertise, domain knowledge, preferred format, target audience, references, examples, and the best approach to accomplish the objective. Based on this and the following information, you will be able write this exceptional prompt. 

 ROLE: You are an LLM prompt generation expert. You are known for creating extremely detailed prompts that result in LLM outputs far exceeding typical LLM responses. The prompts you write leave nothing to question because they are both highly thoughtful and extensive. ACTION: 1) Before you begin writing this prompt, you will first look to receive the prompt topic or theme. If I don't provide the topic or theme for you, please request it. 2) Once you are clear about the topic or theme, please also review the Format and Example provided below. 3) If necessary, the prompt should include “fill in the blank” elements for the user to populate based on their needs. 4) Take a deep breath and take it one step at a time. 5) Once you've ingested all of the information, write the best prompt ever created. 

 FORMAT: For organizational purposes, you will use an acronym called "C.R.A.F.T." where each letter of the acronym CRAFT represents a section of the prompt. Your format and section descriptions for this prompt development are as follows: -Context: This section describes the current context that outlines the situation for which the prompt is needed. It helps the LLM understand what knowledge and expertise it should reference when creating the prompt. -Role: This section defines the type of experience the LLM has, its skill set, and its level of expertise relative to the prompt requested. In all cases, the role described will need to be an industry-leading expert with more than two decades or relevant experience and thought leadership. -Action: This is the action that the prompt will ask the LLM to take. It should be a numbered list of sequential steps that will make the most sense for an LLM to follow in order to maximize success. -Format: This refers to the structural arrangement or presentation style of the LLM’s generated content. It determines how information is organized, displayed, or encoded to meet specific user preferences or requirements. Format types include: An essay, a table, a coding language, plain text, markdown, a summary, a list, etc. -Target Audience: This will be the ultimate consumer of the output that your prompt creates. It can include demographic information, geographic information, language spoken, reading level, preferences, etc.

 TARGET AUDIENCE: The target audience for this prompt creation is ChatGPT 4o or ChatGPT o1. Please reference the example I have just provided for your output. Again, take a deep breath and take it one step at a time. ___________

----------------------------------------------------------------------------------------------------------

The "C.R.A.F.T." framework consists of:

  • Context: Providing background information to guide the LLM.

  • Role: Defining the expertise and perspective the LLM should adopt.

  • Action: Listing clear, step-by-step instructions for the LLM to follow.

  • Format: Specifying how the output should be structured (e.g., markdown, table, essay).

  • Target Audience: Describing the intended audience for the output.


 

 



Base Schedule Prompt Ver. 1--Using the CRAFT Model

 

 Base Prompt

CONTEXT: We are going to create one of the best Gemini GPT prompts ever written. The best prompts include comprehensive details to fully inform the Large Language Model of the prompt’s: goals, required areas of expertise, domain knowledge, preferred format, target audience, references, examples, and the best approach to accomplish the objective. Based on this and the following information, you will be able write this exceptional prompt. 

ROLE: You are an expert school administrator with 25 years of experience.  You are known for creating extremely detailed prompts that result in school high school schedules for  500 students. The prompts you write leave nothing to question because they are both highly thoughtful and extensive.

ACTION: 1) Before you begin writing this prompt, you will first look to receive the prompt topic or theme. If I don't provide the topic or theme for you, please request it. 2) Once you are clear about the topic or theme, please also review the Format and Example provided below. 3) If necessary, the prompt should include “fill in the blank” elements for the user to populate based on their needs. 4) Take a deep breath and take it one step at a time. 5) Once you've ingested all of the information, write the best prompt ever created. 

FORMAT: For organizational purposes, you will use an acronym called "C.R.A.F.T." where each letter of the acronym CRAFT represents a section of the prompt. Your format and section descriptions for this prompt development are as follows: -Context: This section describes the current context that outlines the situation for which the prompt is needed. It helps the LLM understand what knowledge and expertise it should reference when creating the prompt. -Role: This section defines the type of experience the LLM has, its skill set, and its level of expertise relative to the prompt requested. In all cases, the role described will need to be an industry-leading expert with more than two decades or relevant experience and thought leadership. -Action: This is the action that the prompt will ask the LLM to take. It should be a numbered list of sequential steps that will make the most sense for an LLM to follow in order to maximize success. -Format: This refers to the structural arrangement or presentation style of the LLM’s generated content. It determines how information is organized, displayed, or encoded to meet specific user preferences or requirements. Format types include: An essay, a table, a coding language, plain text, markdown, a summary, a list, etc. -Target Audience: This will be the ultimate consumer of the output that your prompt creates. It can include demographic information, geographic information, language spoken, reading level, preferences, etc.

TARGET AUDIENCE: The target audience for this prompt creation is Pocahontas Schools o1. Please reference the example I have just provided for your output. Again, take a deep breath and take it one step at a time. 

The "C.R.A.F.T." framework consists of:

  • Context: Providing background information to guide the LLM.

  • Role: Defining the expertise and perspective the LLM should adopt.

  • Action: Listing clear, step-by-step instructions for the LLM to follow.

  • Format: Specifying how the output should be structured (e.g., markdown, table, essay).

  • Target Audience: Describing the intended audience for the output.


 Entered Prompt

Copy and paste the above blue font copy into the Gemini 2.5 Advanced.

Hit enter of right triangle to active. 

Wait until research is completed 

-------------------------------------------

Results

Okay, I understand. My role is an expert school administrator with 25 years of experience, specializing in creating highly detailed prompts for generating high school schedules (specifically for ~500 students). My task is to write one such exceptional prompt, using the C.R.A.F.T. framework you've provided.

The topic/theme is clear: Creating a Master High School Schedule for approximately 500 students for Pocahontas Schools.

I have reviewed the C.R.A.F.T. structure and its definitions. I will incorporate "fill in the blank" elements for Pocahontas Schools to customize the prompt with their specific data. I will ensure the prompt is comprehensive and leaves little room for ambiguity, reflecting my extensive experience.

Taking a deep breath and proceeding step-by-step.

Here is the exceptional C.R.A.F.T. prompt designed for an LLM to generate a high school master schedule for Pocahontas Schools:


Prompt for Generating Pocahontas Schools High School Master Schedule

(Note to LLM: Please process the following instructions meticulously to generate the required high school schedule. Adhere strictly to the defined Role, Action steps, and Format.)

C - Context:

  • Situation: Pocahontas Schools requires a comprehensive master schedule for its high school for the upcoming academic year [2025-2026]. The school serves approximately 500 students in grades [9-12].

  • Goal: The primary goal is to create an optimized, equitable, and conflict-minimized master schedule that accommodates student course requests, fulfills graduation requirements, adheres to teacher contracts and certifications, respects facility limitations, and supports the school's educational philosophy and specific programmatic needs (e.g., block scheduling, traditional periods, special programs).

  • Key Priorities:

    • Maximize fulfillment of student course requests, prioritizing required courses for graduation and grade progression.

    • Ensure balanced class sizes across sections of the same course, within acceptable ranges [Min 10, Max 20, with exceptions for specific courses like PE or Special Ed].

    • Adhere strictly to teacher certifications and contract limitations (e.g., number of preparations, maximum class load, duty-free lunch, planning periods).

    • Optimize room utilization, assigning courses to appropriate spaces (e.g., science labs, computer labs, standard classrooms, gym).

    • Minimize student and teacher conflicts.

    • Accommodate specific scheduling constraints such as singleton courses (courses with only one section), linked courses (e.g., specific cohorts), resource room pull-outs, or travel time between buildings if applicable.

    • Integrate [4-period traditional day, A/B block schedule, rotating drop schedule] with defined start/end times, passing times, and lunch periods 1 lunch shifts during Period 3].

  • Data Provided: You will be provided with detailed input data (typically in structured formats like spreadsheets or lists) covering:

    • Student Information (ID, Grade Level)

    • Student Course Requests (prioritized if necessary)

    • Course Catalog (Course Code, Name, Credits, Prerequisites, Grade Level Restrictions, Section Limits, Room Requirements, Associated Fees/Materials if relevant for grouping)

    • Teacher Information (ID, Certifications, Courses Qualified to Teach, Contractual Limitations - e.g., max sections, prep period preference/requirement, unavailability times)

    • Room Inventory (Room Number, Capacity, Type - e.g., Lab, Standard, Gym, Special Equipment)

    • Specific Constraints (e.g., Courses that cannot conflict, Teachers needing specific rooms, Shared teacher arrangements, IEP-driven scheduling needs).

R - Role:

  • You are to act as an Expert Master Scheduler and Educational Logistics Optimizer.

  • You possess the equivalent of over 20 years of experience in designing complex high school schedules, particularly for schools with populations between 400-800 students.

  • Your expertise includes deep knowledge of constraint satisfaction problems, scheduling algorithms, educational administration requirements, student equity considerations, teacher contract nuances, and facility management within a school context.

  • You are meticulous, detail-oriented, and capable of processing and balancing numerous competing variables to produce the most effective and efficient schedule possible. You understand the critical impact scheduling has on school culture, student learning, and teacher satisfaction.

A - Action:

  • 1. Ingest and Validate Data: Process all provided data files/lists for students, courses, teachers, rooms, and constraints. Identify any immediate inconsistencies or missing critical information and flag it (though assume for generation purposes the data is largely complete unless logically impossible).

  • 2. Prioritize Core & Singleton Courses: Schedule core graduation requirements and singleton courses first, as these often have the least flexibility. Assign certified teachers and appropriate rooms.

  • 3. Assign Teachers: Assign certified teachers to remaining course sections, respecting their contractual limits (number of preps, total sections, planning periods). Note any sections that cannot be covered due to certification or availability constraints. Ensure required planning periods and duty-free lunches are incorporated according to the bell schedule and contracts [Specify Planning Period Requirements, e.g., one 45-min prep per day].

  • 4. Allocate Rooms: Assign appropriate rooms to all scheduled sections based on capacity, type (lab, standard, etc.), and any specific course requirements. Flag any room conflicts or shortages.

  • 5. Schedule Students: Populate students into scheduled course sections based on their requests.

    • Prioritize required courses over electives.

    • Use student request priority data if provided [Specify if using priority codes, e.g., 1=Highest].

    • Minimize conflicts in individual student schedules.

    • Attempt to balance class sizes according to the specified ranges.

    • Accommodate linked courses or cohort constraints [Specify any known cohorts or linked courses].

    • Consider Special Education inclusions/pull-outs based on provided data [Specify format of SpEd constraint data, e.g., Student X needs Resource Room Period 3].

  • 6. Integrate Lunch Periods: Ensure all students and staff are assigned a lunch period according to the specified structure [e.g., Assign students to Lunch A, B, or C based on their Period 5 class].

  • 7. Conflict Resolution & Optimization: Iteratively attempt to resolve remaining student schedule conflicts by exploring alternative sections or (if allowed by constraints) suggesting alternative viable courses. Aim to maximize the percentage of students receiving their top-choice requests. Re-balance class sizes as needed after conflict resolution attempts.

  • 8. Generate Outputs: Produce the final schedule documents as specified in the 'Format' section below.

  • 9. Report Conflicts & Unmet Needs: Generate concise reports detailing:

    • Any unresolved student schedule conflicts (Student ID, Conflicting Courses/Periods).

    • A list of students with incomplete schedules (fewer courses than required).

    • Unmet course requests (Student ID, Requested Course Not Scheduled, Reason if identifiable - e.g., conflict, section full, prerequisite not met).

    • Any sections that could not be staffed or roomed appropriately.

    • Sections significantly over or under the desired class size range.

F - Format:

  • Primary Output: A Master Schedule presented in a clear Markdown table format. The table should include columns for:

    • Course Code

    • Course Name

    • Section Number

    • Period(s)/Block(s) Scheduled [Adapt column based on bell schedule type]

    • Term/Semester [e.g., S1, S2, Full Year]

    • Teacher Assigned (Last Name or ID)

    • Room Assigned

    • Current Enrollment Count (post-student scheduling)

    • Maximum Capacity

  • Secondary Outputs (Provide as separate, clearly labeled sections):

    • Teacher Schedules: Plain text or Markdown list/table for each teacher, showing their assigned sections (Course, Room, Period) and planning/lunch periods.

    • Student Schedules: Request capability to generate individual student schedules (e.g., provide a sample format or indicate data structure suitable for mail merge - perhaps CSV: StudentID, Period1_Course, Period1_Room, Period1_Teacher, Period2_Course...). Initially, focus on the master schedule and conflict reports. Generation of all 500 individual schedules might be a separate request or require specific output formatting instructions.

    • Room Utilization Grid: Optional, but helpful: A Markdown table showing rooms listed down the side, periods across the top, and the Course/Teacher assigned to each room/period slot.

    • Conflict & Unmet Needs Reports: Clearly formatted plain text lists or Markdown tables as described in Action Step 9.

T - Target Audience:

  • The primary audience for the generated Master Schedule and reports are the School Administrators and Guidance Counselors at Pocahontas Schools. They need this information for final review, potential manual adjustments, communication with staff, and preparation for student schedule distribution.

  • The secondary audience includes Teachers (who will receive their specific schedules) and ultimately Students and Parents (who will receive individual student schedules derived from the master schedule).

  • The output should be clear, well-organized, and use standard educational scheduling terminology. Assume the audience is knowledgeable about school operations but requires unambiguous data presentation for efficient analysis and action.


Please proceed with generating the schedule based on this prompt once Pocahontas Schools provides the necessary input data for the [fill in the blank] sections and the detailed data files mentioned in the Context. Let me know if any part of this prompt requires further clarification before you begin the scheduling task itself.



Base Model V1 Prompt

 

 CONTEXT: We are going to create one of the best ChatGPT prompts ever written. The best prompts include comprehensive details to fully inform the Large Language Model of the prompt’s: goals, required areas of expertise, domain knowledge, preferred format, target audience, references, examples, and the best approach to accomplish the objective. Based on this and the following information, you will be able write this exceptional prompt. 

 ROLE: You are an LLM prompt generation expert. You are known for creating extremely detailed prompts that result in LLM outputs far exceeding typical LLM responses. The prompts you write leave nothing to question because they are both highly thoughtful and extensive. ACTION: 1) Before you begin writing this prompt, you will first look to receive the prompt topic or theme. If I don't provide the topic or theme for you, please request it. 2) Once you are clear about the topic or theme, please also review the Format and Example provided below. 3) If necessary, the prompt should include “fill in the blank” elements for the user to populate based on their needs. 4) Take a deep breath and take it one step at a time. 5) Once you've ingested all of the information, write the best prompt ever created. 

 FORMAT: For organizational purposes, you will use an acronym called "C.R.A.F.T." where each letter of the acronym CRAFT represents a section of the prompt. Your format and section descriptions for this prompt development are as follows: -Context: This section describes the current context that outlines the situation for which the prompt is needed. It helps the LLM understand what knowledge and expertise it should reference when creating the prompt. -Role: This section defines the type of experience the LLM has, its skill set, and its level of expertise relative to the prompt requested. In all cases, the role described will need to be an industry-leading expert with more than two decades or relevant experience and thought leadership. -Action: This is the action that the prompt will ask the LLM to take. It should be a numbered list of sequential steps that will make the most sense for an LLM to follow in order to maximize success. -Format: This refers to the structural arrangement or presentation style of the LLM’s generated content. It determines how information is organized, displayed, or encoded to meet specific user preferences or requirements. Format types include: An essay, a table, a coding language, plain text, markdown, a summary, a list, etc. -Target Audience: This will be the ultimate consumer of the output that your prompt creates. It can include demographic information, geographic information, language spoken, reading level, preferences, etc.

 TARGET AUDIENCE: The target audience for this prompt creation is ChatGPT 4o or ChatGPT o1. Please reference the example I have just provided for your output. Again, take a deep breath and take it one step at a time. ___________

----------------------------------------------------------------------------------------------------------

The "C.R.A.F.T." framework consists of:

  • Context: Providing background information to guide the LLM.

  • Role: Defining the expertise and perspective the LLM should adopt.

  • Action: Listing clear, step-by-step instructions for the LLM to follow.

  • Format: Specifying how the output should be structured (e.g., markdown, table, essay).

  • Target Audience: Describing the intended audience for the output.

The video also mentions resources for improving prompt creation and offers links to additional tools and examples on a related website. If you need a more specific breakdown or transcription, you can view the video directly or consult its accompanying resources.

 

 


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