# 1. The 50-prompt library **Start here:** Choose one job, open its prompt, and replace only the bracketed facts you know. Send it in your permitted tool, then use the complete practice below to see how a follow-up improves it. Choose a prompt by the job you want to finish. For a first try, follow [Start using AI](https://cowanworks.com/aicourse/learn/course-1/lesson-1). Then use the filled staff-message practice below the library and replace its facts for another message. ### Make these instructions your own Choose the job first. Copy a request below, or say: “Help me with [job]. I want [useful result]. Ask one question at a time, follow up on my answers and read back what you understood before drafting.” Speak naturally; typing is optional. Replace brackets with relevant facts, dates and constraints. If you do not know a detail, say so. Read the answer against your notes or source, name a specific correction and ask for a revision. Keep the useful request with the context the next conversation will need. Use fictional or approved nonpersonal material. Personal projects belong in separate conversations from your school's reference. You decide what is sent, purchased or adopted. Choose a task and supply only approved nonpersonal facts. The work-area groups help owners support their teams; they are not separate course audiences. A prompt cannot authorize an action or replace professional review. ### Owner / Director **O1** ``` Draft a staff message for my beauty school from these facts: [change, reason, date, next step]. Keep it warm and under 120 words. Do not invent details. Mark missing essentials [ASK OWNER]. Afterward, list dates and promises for me to check. ``` **O2** ``` Help plan my beauty-school week from these confirmed nonpersonal notes: [notes]. Give three priorities, fixed dates, suggested work blocks and possible handoffs by role. Separate confirmed commitments from suggestions. Do not change calendars or assign work; I will confirm capacity and owners. ``` **O3** ``` Explain this approved nonconfidential notice: [excerpt]. List its requested actions, exact deadline wording, estimates and open questions. Quote the supporting line for each. Do not invent requirements or interpret legal effect. Identify what my qualified reviewer needs to confirm. ``` **O4** ``` Draft a short public reply to this general review of our beauty school: [review with identifying details removed]. Use our voice: [traits]. Do not confirm a student/guest relationship, discuss records, argue or promise compensation. Use [approved contact route] for private follow-up. I will edit and post. ``` **O5** ``` Help me think through this school decision: [decision]. Facts and sources: [facts]. Constraints: [limits]. Ask up to five questions one at a time. Compare options, assumptions, risks and missing evidence. Do not invent numbers, authorize spending or decide for me. ``` **O6** ``` Write an appreciation note under 80 words to our [school role/team] for [specific observed contribution]. Explain its effect on students or colleagues using only my facts. Sound warm and direct, not exaggerated. No invented achievements or promises. ``` **O7** ``` Help rehearse a fictional school-management conversation. Observable facts: [facts]. Desired change: [change]. Confirmed support: [support]. Suggest a two-sentence opening, three listening questions and a next-step structure. Flag assumptions or unsupported promises. Do not make HR or legal determinations. ``` **O8** ``` Draft a school newsletter under 250 words from these approved updates: [facts]. Use clear headings, confirmed dates and next steps. Keep personal stories, names and images out of this AI input; do not invent outcomes or events. List facts and missing details for my review. Any authorized personalization is added afterward in the approved school system. ``` **O9** ``` Draft a job post for our beauty school using only this approved role brief: [duties, schedule, verified requirements, pay/benefits, application route]. Mark missing items [CONFIRM]. Flag unnecessarily exclusionary wording. Do not invent qualifications or benefits; people will review before posting. ``` **O 10** ``` Prepare eight consistent job-related interview questions and one short practical demonstration for [school role], using this approved brief: [brief]. Add a scorecard with observable weak, adequate and strong evidence. Do not infer protected traits or rank real applicants. A person makes the hiring decision. ``` **O 11** ``` Organize these nonpersonal school meeting notes: [notes]. Separate confirmed decisions, suggestions, actions and open questions. For each action show task, owner role and agreed due date. Use UNASSIGNED or DATE NOT AGREED when absent. Do not turn discussion into commitment. List what I must confirm. ``` **O 12** ``` Plan a 60-minute beauty-school open house from these confirmed details: [date, spaces, roles, capacity, approved activities]. Include welcome, tour, demonstration, questions and next steps. List week-before preparation and responsibilities to confirm. Flag safety, consent or staffing questions; do not invent availability. ``` ### Educator / Instructor **E 1** ``` Help an educator draft a 45-minute school lesson on [topic], using only these approved objectives and teaching excerpts: [material]. Include a warm-up, explanation, practice and three understanding checks. Mark technical or safety points for educator verification. Do not invent state-board requirements. ``` **E 2** ``` Explain [approved concept] three ways for beginning beauty-school students: a short explanation, an everyday analogy and a five-question practice quiz with answers. Use this source: [approved excerpt]. Explain where the analogy stops being accurate. Flag anything not established by the source. ``` **E 3** ``` Draft ten original practice questions from this approved teaching excerpt: [excerpt]. Include an answer key and source location for each answer. Do not label them official state-board questions or claim they predict an exam. An educator will check every question before use. ``` **E 4** ``` Organize this approved service procedure into a student practice checklist: [nonpersonal source]. Preserve sequence, safety requirements and supervision conditions exactly. Mark unclear steps [EDUCATOR CHECK]. Do not add a chemical, sanitation rule or technique from memory. A qualified educator reviews before practice. ``` **E 5** ``` Suggest three teaching approaches and one supervised practice drill for this general learning challenge: [skill and difficulty, no personal record]. Use these approved objectives: [objectives]. Say how an educator could check understanding. Do not diagnose a learner or change safety procedures. ``` **E 6** ``` Rewrite this general practice feedback without personal details: [notes]. Keep the observable behavior, why it matters and one next practice step. Be kind and specific without hiding the issue. Do not infer motivation, ability or a condition the notes do not establish. ``` **E 7** ``` Suggest five warm-up activities under five minutes for a beauty-school class on [topic]. Use [approved objective/source]. Include materials, instructions and one understanding check for each. Flag safety or supervision needs for educator review. Do not assume equipment we have not listed. ``` **E 8** ``` Turn this short approved teaching excerpt into a one-page study guide: [excerpt]. Include key terms, plain definitions tied to the excerpt, summary and five practice questions with answers. Do not add unsupported technical facts. The educator will compare it with the original before sharing. ``` **E 9** ``` Rewrite this approved explanation in simpler English for beginning learners: [excerpt]. Keep technical meaning and safety conditions. Use short sentences and define unfamiliar terms. List any wording where simplification could change the meaning so an educator can check it. ``` **E 10** ``` Draft a four-week teaching sequence for [skill] from these approved objectives and practice procedures: [material]. Show one goal per week, supervised practice and observable understanding checks. Use only confirmed class time and equipment. Mark gaps for the educator rather than inventing prerequisites. ``` ### Front Desk / Admissions **F1** ``` Draft a helpful Admissions reply to this general prospect question: [question only]. Use these approved program/tour facts: [source]. Under 120 words; answer first and offer one relevant next step. Mark missing facts [CHECK]. No invented availability, aid awards or guarantees. I will personalize and send. ``` **F2** ``` Draft three short Admissions templates: tour reminder, missed-tour follow-up and thank-you after a tour. Use [NAME], [CONFIRMED TIME] and [APPROVED NEXT STEP] placeholders. Under 40 words each. No guilt, false urgency or automatic booking. Staff will confirm details and communication permission before sending. ``` **F3** ``` Prepare a callback guide for a general beauty-school inquiry. Use [approved program facts and tour process]. Include a greeting, three nonintrusive questions and a next step. Do not request financial, medical or identity records. Staff will follow the approved contact and consent process. ``` **F4** ``` Suggest calm wording for a fictional front-desk concern about [general issue]. Acknowledge the concern, avoid discussing records, and route to [confirmed role/channel]. List statements that would create an unauthorized promise. Do not decide fault, refunds or an individual outcome. ``` **F5** ``` Create a desk FAQ from these general questions and approved source excerpts: [material]. For each, give a short answer, necessary conditions, source location and responsible role. Write NOT IN OUR SOURCES for gaps. Do not fill school-specific facts from typical practice. ``` **F6** ``` Draft a new-student welcome template from these approved facts: [confirmed date, arrival instructions, supplies, schedule, contact role]. Under 200 words. Mark missing details [CHECK]. Do not invent requirements or use personal records. Staff will add the recipient in the approved system. ``` **F7** ``` Write a clear front-desk sign explaining this approved school policy: [exact excerpt and source]. Keep the request respectful, brief and accurate. Preserve conditions and say whom to ask. Do not create a fine, consequence or exception not stated in the source. ``` **F8** ``` Organize our approved front-desk closing tasks into a five-minute checklist: [procedure]. Preserve security and privacy steps; flag if the stated work cannot reasonably fit five minutes. Do not invent alarm, cash-handling or lockup procedures. Operations will verify it against the real workflow. ``` **F9** ``` Draft three concise replies to these general public comments: [comments without identifying details]. Use approved school information: [source]. No personal disclosures, guarantees or invented offers. For individual questions, use [approved private contact route]. A person reviews and posts. ``` **F 10** ``` Translate this nonpersonal school message into [language]: [message]. Preserve dates, policy conditions and next steps. Identify ambiguous terms and provide an English back-translation for comparison. Do not treat back-translation as proof of accuracy; a qualified speaker will review consequential wording. ``` ### Financial Aid **FA 1** ``` Explain this general financial-aid term using the approved official excerpt: [term and source]. Use plain language, preserve conditions and name the source. Do not apply it to anyone, estimate eligibility or promise funding. End with the approved Financial Aid Office contact process. ``` **FA 2** ``` Draft a general Financial Aid Office reminder from these approved facts: [deadline wording, purpose, office hours, contact route]. Use placeholders for changing details and keep personal information out. Quote any consequential source wording in internal review notes. Staff will check and send through the approved system. ``` **FA 3** ``` Turn this approved public official notice into an office checklist: [excerpt]. Quote the supporting sentence for each action, preserve exact deadline wording and flag applicability or interpretation questions for the designated reviewer. Do not create individual aid decisions or missing dates. ``` **FA 4** ``` Organize these ten general school-cost questions with the approved public answers provided: [questions and sources]. Cite each source. For individual eligibility, loan, payment or award questions, use the approved private office route. Mark missing answers UNKNOWN instead of supplying generic guidance as school policy. ``` **FA 5** ``` Format our approved general financial-aid appointment checklist: [source]. Make it easy to read and include [confirmed office/contact route]. Do not add required documents from memory or ask for them in this chat. The authorized office verifies the list before staff share it. ``` **FA 6** ``` Rewrite this approved general explanation for someone who feels overwhelmed: [nonpersonal excerpt]. Use familiar words and short steps without losing conditions or implying eligibility. List any simplified wording needing the Financial Aid Office review. Do not offer individualized financial advice. ``` **FA 7** ``` Organize these confirmed recurring Financial Aid Office duties into a monthly task calendar: [nonpersonal list with sources and dates]. Separate required deadlines from internal reminders. Mark owner roles and missing dates. Do not infer legal dates, process awards or change records. ``` **FA 8** ``` Help frame questions about this fictional general financial-aid process issue: [scenario]. Identify what is unknown and which official source or authorized office role should address it. Do not ask for personal financial details, determine eligibility or recommend an individual outcome. ``` ### Admin / Operations **A1** ``` First transcribe these nonpersonal task notes exactly: [text or clean whiteboard image]. Mark unreadable items and wait for my corrections. Then group into Today, This Week, Hand Off and Needs a Decision. Do not invent urgency, dates or owners; label suggestions separately. ``` **A2** ``` Draft a polite supplier email from these school facts: [order issue, confirmed order reference if approved, requested fix, proposed response date]. Do not include payment details or invent contract rights. Separate my requested response date from an existing contractual deadline. I will check and send. ``` **A3** ``` Format this approved school opening/closing procedure as numbered steps: [nonpersonal excerpt]. Preserve safety, security and sanitation requirements. Flag missing steps for Operations; do not invent them from memory. The responsible person will walk through the checklist before adopting it. ``` **A4** ``` Rewrite this approved procedure so a new school employee can follow it: [excerpt]. Use one action per step, prerequisites, expected result and a clear handoff. Preserve policy conditions. List missing details and questions; do not silently fill gaps or grant authority. ``` **A5** ``` Make a monthly beauty-school supply-order checklist from these confirmed items and reorder instructions: [list]. Group by category and show quantity or UNKNOWN, requesting role and approval step. Do not order, infer stock levels, substitute products or invent spending authority. ``` **A6** ``` Draft a short, respectful staff reminder about this approved school procedure: [excerpt and next action]. State why it matters without blame. Keep deadlines and consequences only if supplied. End with one clear request and [approved question route]. ``` **A7** ``` Summarize this approved nonconfidential school discussion: [clean notes]. Separate decisions, tentative ideas, actions and open questions. Preserve conditions and show owner role/date only when agreed. Do not treat a suggestion as authorization or reveal personal circumstances. ``` **A8** ``` Plan logistics for this confirmed school event: [facts, capacity, roles, spaces, budget limits]. Include preparation timeline, responsibilities to confirm, supplies and day-of checklist. Flag dependencies and unresolved safety/consent questions. Do not book, spend or promise attendance. ``` **A9** ``` Format a weekly school cleaning/sanitation rotation from these approved procedures and available roles: [sources]. Preserve required frequency, products and supervision. Flag conflicts with staffing or facilities. Do not invent safety rules. The qualified school lead verifies before use. ``` **A 10** ``` Adapt these approved school closure facts into an email, public post and door sign: [dates, affected services, reopening, contact route]. Keep all three consistent and brief. Do not invent make-up dates or change booking/cancellation policies. List facts I must verify before publishing. ``` ### Use a library prompt without leaving the hard part blank Choose a real task before choosing a prompt. Copy its instructions into a fresh conversation, replace every bracket with approved nonpersonal facts and read the result against those facts. If a detail is not known, say so; do not fill it with a guess. For a first practice, use this complete fictional request: ``` Draft a short message to our school team from these practice facts: Thursday's educator meeting starts at 9 AM instead of 8:30 AM. It is still in the usual meeting space. Bring one teaching question for discussion. Nothing else about the day's schedule changes. Keep it friendly and direct, under 70 words. Do not invent a room, a reason for the change or a sender's name. This is a draft only. ``` **Check:** 9 AM, same meeting space, one teaching question, no other schedule changes. Ask for a three-sentence text and check those facts again. Keep the prompt with the source note so you can repeat it. For your own message, use actual approved facts and add recipients only in your usual message system. ### Choose by the job Use a writing prompt for a staff notice or your own invitation; use a planning prompt for educator preparation or a weekend task list. Replace the school-specific audience and facts when appropriate. Do not strip approval or source requirements from a policy, aid or personnel task. Ask for an interview if you are not sure what information matters.