Create a study guide for [COURSE AND ASSESSMENT] using only [CLASS MATERIALS]. My exam format, date, and allowed resources are [EXAM DETAILS]. The topics I find difficult are [WEAK AREAS], and the time I have available is [STUDY TIME]. First, sort the supplied material into high-yield concepts, procedures, vocabulary, and common confusions. Weight topics by what the assessment covers, not by how much text I pasted. If a topic is missing from my materials, label it [CHECK COURSE MATERIAL] instead of filling the gap from general knowledge. Produce a guide with these sections:
1. A one-page priority map: must know, should know, and lower-priority items, with a reason for each ranking. 2. Concept cards: for each major idea, give a plain definition, why it matters, a contrast with the nearest confusing idea, and one example drawn from my materials. 3. Procedures or problem types: a numbered method, decision points, and one worked example. Show reasoning but do not provide answers without explanation. 4. Twelve retrieval-practice questions in the expected exam style, followed by a separate answer key with brief explanations. 5. A realistic study schedule using my available time, alternating recall, practice, error correction, and a final closed-notes check. Do not invent syllabus topics, formulas, historical facts, cases, or exam rules. Before answering, check that every practice question is answerable from the supplied materials and that the answer key does not contradict the guide. Ask up to 3 clarifying questions only if a required input is missing.
Fill in
| Placeholder | What to enter | Example |
|---|---|---|
| [COURSE AND ASSESSMENT] | Name the course, unit, and type of assessment you are preparing for. | Introductory microeconomics, Unit 3 midterm. |
| [CLASS MATERIALS] | Paste lecture notes, study objectives, readings, problem sets, or instructor-provided review materials. | Notes on elasticity, consumer surplus, price ceilings, and tax incidence; practice set questions 1–12; instructor review list. |
| [EXAM DETAILS] | State the date, question format, weighting, time limit, and allowed resources. | Friday at 10 a.m.; 25 multiple choice questions and two short calculations; closed notes, calculator allowed. |
| [WEAK AREAS] | List concepts, question types, or chapters that currently cause difficulty. | I mix up shifts in supply and demand, and I do not know how to reason through tax incidence graphs. |
| [STUDY TIME] | State how many study sessions or hours you have before the assessment. | Three 90-minute sessions on Tuesday through Thursday. |
How to use
- Paste the instructor’s learning objectives and prior practice questions alongside your notes; they reveal the expected level of application.
- Read the priority map before studying, then cover the answer key and attempt retrieval questions from memory.
- Correct missed questions by naming the exact misconception, not merely rereading the section.
- Follow up with: “Give me six new tax-incidence questions at the same level, one at a time, and wait for my reasoning before explaining.”
Variations
Flashcard deck
Use this when you want import-ready recall prompts.
Create a flashcard deck from [COURSE MATERIALS] for [ASSESSMENT]. Output a two-column table: front and back. Make fronts require retrieval, comparison, prediction, or a short calculation rather than asking for passive recognition. Include [NUMBER OF CARDS] cards across [TOPICS]. On the back, give the answer and a one-sentence explanation of the common trap where relevant. Do not add facts outside the materials. Before answering, check that every card has one unambiguous answer or label it as an open-response card.
Practice exam
Use this after you have reviewed the core material.
Write a practice exam for [COURSE AND TOPICS] based only on [CLASS MATERIALS]. Match [EXAM FORMAT] and create a separate answer key with explanations. Include easy, medium, and difficult items; make wrong multiple-choice options reflect realistic misconceptions without being trick questions. For calculations, show all necessary data and units. Do not introduce untaught concepts. Check that question wording supplies enough information to answer it and that no answer is contradicted by the materials.
Oral exam prep
Use this for a viva, seminar, or oral presentation assessment.
Prepare me for an oral assessment on [TOPIC] using [COURSE MATERIALS] and [ASSESSMENT CRITERIA]. Give 12 examiner-style questions ordered from foundational to analytical, a strong answer outline for each, and likely follow-up challenges. Include prompts that make me compare theories, defend an interpretation, or acknowledge a limitation. Do not add external facts as if they appeared in the materials. Flag points that I should verify with my instructor or texts before practicing.
Tips
- Make study questions force a distinction, prediction, calculation, or explanation; definition-only cards can create a false sense of mastery.
- For quantitative subjects, keep an error log with the first wrong decision you made, such as selecting the wrong formula or reversing a relationship.
- Study topics in mixed order after initial learning so you practice choosing the method, not just repeating a recent pattern.
- Use the guide to generate a closed-notes recall session at least once before the exam; rereading alone does not test retrieval.
FAQ
Can I paste an entire textbook chapter into the prompt?
You can, but lecture objectives, your notes, and assigned problem sets are usually more useful for predicting the assessment. Split long materials into sections if the tool has input limits.
Will a study guide tell me what will be on the exam?
Only your instructor’s materials can support that. The guide can rank topics from the coverage and format you provide, but it cannot know unannounced exam content.
Should I study the generated answers or answer first?
Answer first with the key hidden. Then use the explanation to diagnose why you missed an item and create a targeted follow-up question.