Writing Effective Prompts: Integrating Theories from linguistics, cognitive science, and social psychology
Integrated Prompt Design Framework (IPDF)
Crafting effective prompts is an art that requires understanding how language functions in various contexts and how individuals respond to different roles and scenarios. By integrating insights from Role Theory, Minsky's Frame System Theory, Speech Acts, and Halliday's Systemic Functional Grammar, one can design clear prompts, contextually rich, and purposefully structured. This article explores how these theories and grammatical aspects can be combined to create effective prompts. This article is very short because I recommend inputting the system prompt from appendix 5 into an AI system and then asking questions about the method and, of course, trying it out.
Role Theory: Setting Clear Expectations
Role Theory emphasizes that individuals behave according to their social roles, which carry specific expectations and behaviours. When writing prompts, clearly defining the role of the respondent helps in setting the context and predicting the nature of the response. By understanding the role, respondents can tailor their responses to fit the expected behaviors and responsibilities associated with that role.
Examples:
Teacher:
Prompt: "As a teacher, how would you introduce a new topic in your science class?"
Explanation: This prompt sets the expectation that the respondent will provide a structured and educational explanation suitable for a classroom setting.
Customer Service Representative:
Prompt: "Imagine you are a customer service representative handling a complaint call. How would you respond to an irate customer?"
Explanation: This prompt places the respondent in a specific professional role, guiding them to respond with appropriate customer service skills such as empathy and problem-solving.
Minsky's Frame System Theory: Providing Context
Minsky's Frame System Theory involves organizing knowledge into structures called frames, which provide context and expectations for understanding situations. By framing the context in your prompts, you guide the respondent's understanding and responses. Frames help in structuring the scenario by specifying roles, scenes, goals, actions, objects, attributes, relationships, subframes, and scripts.
Components of a Frame:
Roles: Define the participants involved (e.g., teacher, student, customer, waiter).
Scenes: Describe the setting (e.g., classroom, restaurant, office).
Goals: Specify the objectives (e.g., teaching a lesson, resolving a complaint).
Actions: Outline potential actions (e.g., asking questions, providing information).
Objects: Identify relevant items (e.g., whiteboard, menu, computer).
Attributes: Describe characteristics (e.g., expertise level, urgency).
Relationships: Define interactions (e.g., teacher-student, manager-employee).
Scripts: Provide typical sequences of actions (e.g., greeting, problem-solving).
Examples:
Project Manager:
Frame: Project kick-off meeting
Prompt: "As a project manager, during a project kick-off meeting, instruct your team on their roles and responsibilities for the upcoming project."
Explanation: This prompt uses a specific frame (project kick-off meeting) to set a clear context, guiding the respondent to focus on team management and role assignment.
Doctor:
Frame: Medical consultation
Prompt: "As a doctor during a medical consultation, advise a patient on how to manage their diabetes."
Explanation: The medical consultation frame sets the scene for the respondent to provide professional advice, ensuring the response is contextually appropriate.
Speech Acts: Clarifying Intent
Speech Acts theory focuses on the actions performed via utterances. Different types of speech acts, such as requests, commands, questions, and declarations, clarify the intended action in your prompt. Specifying the type of speech act helps in directing the respondent's response towards a particular communicative function.
Types of Speech Acts:
Assertives: Stating facts or beliefs (e.g., assertions, descriptions).
Directives: Getting the listener to do something (e.g., requests, commands).
Commissives: Committing to a future action (e.g., promises, offers).
Expressives: Conveying emotions (e.g., apologies, thanks).
Declarations: Bringing about a change (e.g., pronouncements, resignations).
Examples:
Request:
Prompt: "Could you please pass the salt?"
Explanation: This directive speech act makes a polite request, expecting the respondent to comply.
Command:
Prompt: "Finish your homework before dinner."
Explanation: This directive speech act issues a clear command, expecting compliance.
Apology:
Prompt: "I apologize for being late."
Explanation: This expressive speech act conveys regret, expecting the respondent to understand and possibly forgive the tardiness.
Halliday's Systemic Functional Grammar: Structuring Language
Halliday's Systemic Functional Grammar (SFG) emphasizes the functions of language, helping in understanding how language operates in different contexts and for various purposes. By focusing on the ideational, interpersonal, and textual functions of language, prompts can be crafted to ensure they meet specific communicative goals.
Aspects of FSG:
Ideational Function: Describes processes, participants, and circumstances.
Example: "Describe how you would solve a complex problem at work."
Explanation: This prompt focuses on the ideational function, asking the respondent to explain a process.
Interpersonal Function: Establishes interactions and conveys attitudes.
Mood: Declarative, interrogative, imperative.
Modality: Degrees of probability, obligation, willingness.
Example: "Can you explain the main features of your favourite technology?"
Explanation: This prompt uses an interrogative mood to establish interaction and gather information.
Textual Function: Organizes information flow and ensures coherence.
Theme and Rheme: What is being talked about and what is said about it.
Cohesion: Connectors, references, lexical ties.
Example: "In the context of your work, explain why effective communication is essential."
Explanation: This prompt ensures coherence by guiding the respondent to discuss a specific theme.
Key Components for Writing Prompts
Processes (Verbs)
Material Processes: Actions or events (e.g., "describe," "solve," "build").
Prompt: "Describe a situation where you successfully managed a project from start to finish."
Explanation: Focuses on actions and events, asking the respondent to recount an experience.
Mental Processes: Perception, cognition, and emotion (e.g., "think," "believe," "feel").
Prompt: "Explain what you think makes a good leader."
Explanation: Focuses on thoughts and beliefs, prompting the respondent to reflect on their opinions.
Relational Processes: States of being or having (e.g., "is," "have," "seem").
Prompt: "What are the essential qualities of a good team member?"
Explanation: Focuses on defining characteristics or states, asking the respondent to describe qualities.
Participants (Nouns)
Actors, Goals, Beneficiaries: Who is doing what to whom and who benefits.
Prompt: "As a project manager (actor), how would you (goal) ensure your team (beneficiary) meets a tight deadline?"
Explanation: Specifies the roles and relationships, guiding the respondent to address their responsibilities.
Circumstances (Adverbials)
Location, Time, Manner, Cause, Condition: Provides context for the action.
Prompt: "In your current role, how do you handle stress during peak periods?"
Explanation: Sets the context, asking the respondent to describe their coping mechanisms.
Mood and Modality
Declarative Mood: Making statements or assertions.
Prompt: "Describe your daily routine and how you manage your time."
Explanation: Uses a declarative mood to ask for a detailed description.
Interrogative Mood: Asking questions.
Prompt: "What strategies do you use to stay motivated?"
Explanation: Uses an interrogative mood to gather information.
Imperative Mood: Giving commands or requests.
Prompt: "List three goals you want to achieve this year and explain how you plan to accomplish them."
Explanation: Uses an imperative mood to direct the respondent to provide specific information.
Modality: Indicating possibility, necessity, or obligation.
Prompt: "Should employees have flexible working hours? Discuss the pros and cons."
Explanation: Uses modality to explore opinions and attitudes.
Theme and Rheme
Theme: What the clause is about (topic).
Rheme: What is being said about the theme (comment).
Prompt: "In your opinion (theme), what are the key factors (rheme) that contribute to a positive work environment?"
Explanation: Guides the respondent to discuss their views on a specific topic.
Cohesion
Connectors: Words or phrases that link clauses or sentences.
Prompt: "Describe a challenging situation at work and how you overcame it. Additionally, explain what you learned from the experience."
Explanation: Ensures logical flow by connecting different parts of the response.
References: Pronouns or demonstratives that refer to something mentioned earlier.
Prompt: "Choose a project you worked on. What were its objectives and how did you achieve them?"
Explanation: Uses references to maintain coherence.
Lexical Ties: Repetition of key terms or use of synonyms to maintain topic consistency.
Prompt: "Explain your approach to conflict resolution. How do you ensure all parties are satisfied?"
Explanation: Uses lexical ties to keep the response focused on the topic.
Combining Theories for Effective Prompts
By integrating Role Theory, Minsky's Frame System Theory, Speech Acts, and Halliday's Systemic Functional Grammar, you can create prompts that are not only clear and purposeful but also contextually rich and functionally diverse.
Comprehensive Example:
Role: Manager Frame: Weekly team meeting Speech Act: Feedback FSG Components: Ideational (describe actions), Interpersonal (interaction with team), Textual (cohesion and information flow)
Prompt: "As a manager in a weekly team meeting, provide constructive feedback on your team's recent performance. Start by describing the key achievements and areas for improvement. Ensure you engage with the team members by asking for their input and suggestions."
Explanation: This prompt integrates all four theories:
Role Theory: Defines the role as a manager.
Frame System Theory: Sets the context of a weekly team meeting.
Speech Acts: Specifies the action of providing feedback.
Systemic Functional Grammar: Ensures the response is well-structured, interactive, and coherent.
Tips for Crafting Effective Prompts
Identify the Role: Clearly define the role to set expectations.
Frame the Context: Provide a detailed scenario to guide understanding.
Specify the Speech Act: Clarify the intended action (e.g., request, command).
Define the Function: Ensure the prompt meets the intended purpose (e.g., ideational, interpersonal).
Ensure Cohesion: Use connectors and references for a logical flow.
By applying these theories and grammatical aspects, you can craft prompts that effectively elicit thoughtful, relevant, and well-structured responses, enhancing communication and interaction in various contexts.
Appendix 1 - Minsky's Frame System Theory
Minsky's Frame System Theory provides a structured way to organize knowledge and context, which can be highly beneficial for writing prompts. Frames contain various components that help to define the context and guide the respondent's understanding and responses. Here are the relevant components of a frame that are particularly useful when crafting prompts:
Components of a Frame
Roles: Define the different participants involved in the scenario. Each role has specific expectations and behaviours.
Example: Teacher, student, customer, waiter, doctor, patient.
Scenes: Describe the setting or context where the interaction takes place. This provides the background and situational context.
Example: Classroom, restaurant, hospital, office, home.
Goals: Specify the objectives or purposes that the participants aim to achieve within the frame.
Example: Teaching a lesson, resolving a complaint, diagnosing a condition, completing a project.
Actions: Outline the potential actions or events that can occur within the frame. These are often linked to the goals and roles.
Example: Asking questions, providing information, offering assistance, making decisions.
Objects: Identify any relevant objects or items that are part of the scene and may influence the actions or interactions.
Example: Whiteboard, menu, medical equipment, computer, documents.
Attributes: Describe the characteristics or qualities of the roles, scenes, objects, or actions. These can affect how the scenario unfolds.
Example: Expertise level of the teacher, the urgency of a medical condition, formality of an office setting.
Relationships: Define the relationships between the participants and how they interact with each other within the frame.
Example: Teacher-student, doctor-patient, manager-employee, parent-child.
Subframes: Include smaller, more detailed frames within the main frame to handle specific situations or interactions.
Example: Within a hospital scene, a subframe could be the interaction between a nurse and a patient during a routine check-up.
Scripts: Provide typical sequences of actions or events that are expected to occur within the frame. These help to set expectations for how the scenario will progress.
Example: The sequence of steps in a customer service interaction: greeting, listening to the complaint, offering a solution, and closing the interaction.
Using Frame Components in Prompts
When writing prompts, incorporating these frame components ensures that the scenario is well-defined and contextually rich. Here are examples demonstrating how to use these components:
Example 1:
Role: Teacher Scene: Classroom Goal: Explain a concept Action: Teach Object: Whiteboard Attributes: Middle school students Relationships: Teacher-student Script: Introduction, explanation, Q&A
Prompt: "As a teacher in a middle school classroom, use the whiteboard to explain the concept of gravity to your students. Start with an introduction, explain the key points, and then answer any questions they may have."
Example 2:
Role: Customer Service Representative Scene: Call Center Goal: Resolve a complaint Action: Apologize and offer a solution Object: Customer account details Attributes: Polite and empathetic Relationships: Representative-customer Script: Greeting, listening to the complaint, apologizing, providing a solution, closing the call
Prompt: "Imagine you are a customer service representative at a call centre. A customer calls in to complain about a billing error. Apologize for the mistake, review their account details, and offer a solution to resolve the issue. Ensure you close the call politely."
Example 3:
Role: Doctor Scene: Medical Consultation Room Goal: Diagnose and advise Action: Conduct a consultation Object: Medical records Attributes: Professional and empathetic Relationships: Doctor-patient Script: Greeting, patient history review, examination, diagnosis, advice
Prompt: "As a doctor during a medical consultation, review the patient's medical records and conduct an examination. Diagnose the patient's condition and provide advice on the appropriate treatment plan. Ensure you communicate empathetically throughout the consultation."
Example 4:
Role: Manager Scene: Office Goal: Assign tasks for a project Action: Provide instructions Object: Project plan Attributes: Clear and authoritative Relationships: Manager-team Script: Briefing, task assignment, Q&A
Prompt: "As a manager in an office setting, brief your team on the new project. Use the project plan to assign specific tasks to each team member and explain their responsibilities. Ensure you address any questions they may have."
Appendix 2 – Role Theory
Here is a list of common roles that can be used when crafting prompts, covering a wide range of scenarios and contexts:
Educational Roles
1. Teacher
2. Student
3. Principal
4. School Counselor
5. Tutor
6. Teaching Assistant
7. Professor
8. Dean
9. Lecturer
10. Researcher
Professional and Workplace Roles
1. Manager
2. Employee
3. Intern
4. CEO
5. Human Resources Manager
6. Team Leader
7. Project Manager
8. Consultant
9. Accountant
10. Engineer
11. Designer
12. Sales Representative
13. Marketing Manager
14. Product Manager
15. IT Specialist
16. Data Analyst
17. Customer Service Representative
18. Administrative Assistant
19. Receptionist
Healthcare Roles
1. Doctor
2. Nurse
3. Surgeon
4. Pharmacist
5. Therapist
6. Psychologist
7. Dentist
8. Medical Assistant
9. Paramedic
10. Lab Technician
Legal and Government Roles
1. Lawyer
2. Judge
3. Police Officer
4. Firefighter
5. Politician
6. Government Official
7. Diplomat
8. Civil Servant
9. Public Defender
10. Prosecutor
Customer Service and Retail Roles
1. Cashier
2. Store Manager
3. Sales Associate
4. Customer Support Agent
5. Barista
6. Waiter/Waitress
7. Bartender
8. Chef
9. Delivery Driver
10. Retail Buyer
Creative and Media Roles
1. Writer
2. Editor
3. Journalist
4. Photographer
5. Videographer
6. Graphic Designer
7. Artist
8. Musician
9. Actor
10. Director
11. Producer
12. Content Creator
Technical and Scientific Roles
1. Scientist
2. Researcher
3. Engineer
4. Software Developer
5. System Administrator
6. Technician
7. Lab Scientist
8. Data Scientist
9. Biologist
10. Physicist
Financial and Business Roles
1. Banker
2. Financial Analyst
3. Investment Banker
4. Stockbroker
5. Auditor
6. Financial Advisor
7. Economist
8. Business Analyst
9. Entrepreneur
Social and Community Roles
1. Volunteer
2. Social Worker
3. Community Organizer
4. Activist
5. Counsellor
6. Mentor
7. Coach
8. Nonprofit Director
Hospitality and Travel Roles
1. Hotel Manager
2. Travel Agent
3. Tour Guide
4. Event Planner
5. Flight Attendant
6. Pilot
7. Concierge
Family and Personal Roles
1. Parent
2. Child
3. Sibling
4. Grandparent
5. Spouse
6. Friend
7. Neighbor
8. Guardian
9. Pet Owner
Miscellaneous Roles
1. Athlete
2. Referee
3. Coach
4. Trainer
5. Librarian
6. Historian
7. Archaeologist
8. Clergy Member
9. Chaplain
10. Monk
11. Nun
Example Prompts Using Various Roles
1. Teacher: "As a teacher, how would you introduce a new topic in your science class?"
2. Doctor: "As a doctor, how would you explain the treatment plan to a patient diagnosed with diabetes?"
3. Customer Service Representative: "As a customer service representative, how would you handle a call from an irate customer?"
4. Manager: "As a manager, how would you motivate your team during a challenging project?"
5. Parent: "As a parent, how would you address your child's concerns about starting a new school?"
6. Lawyer: "As a lawyer, how would you prepare your client for a court hearing?"
7. Journalist: "As a journalist, how would you conduct an interview with a prominent public figure?"
8. Sales Associate: "As a sales associate, how would you approach a customer looking for a specific product?"
9. Volunteer: "As a volunteer at a community shelter, how would you assist new arrivals?"
10. Event Planner: "As an event planner, how would you organize a corporate event for 200 attendees?"
By considering these roles when writing prompts, you can tailor scenarios to be contextually relevant and engaging, ensuring that the respondents can provide thoughtful and accurate responses based on their understanding of the role-specific expectations and behaviours.
Appendix 3 – Speech Acts
Categories of Speech Acts
Assertives (or Representatives): Statements that describe the world and can be judged as true or false.
· Assertions: Stating facts or beliefs.
· Descriptions: Providing details or explanations.
· Claims: Declaring something to be the case.
· Reports: Relating information about events or situations.
· Predictions: Stating what will happen in the future.
· Explanations: Clarifying or elucidating something.
· Conjectures: Speculating or guessing about something.
Directives: Attempts by the speaker to get the listener to do something.
· Requests: Politely asking for something.
· Commands: Giving an authoritative order.
· Suggestions: Proposing a course of action.
· Advice: Recommending something.
· Instructions: Providing guidance or directions.
· Invitations: Asking someone to join or attend.
· Warnings: Cautioning about potential danger or issues.
· Challenges: Provoking or inviting someone to respond.
Commissives: Committing the speaker to a future course of action.
· Promises: Assuring to do something in the future.
· Offers: Proposing to do something for someone.
· Vows: Making a solemn promise.
· Pledges: Committing to a course of action.
· Threats: Stating intention to harm or punish if conditions are not met.
· Guarantees: Assuring that something will happen or be done.
Expressives: Conveying the speaker’s psychological state or emotions.
· Apologies: Expressing regret.
· Thanks: Showing gratitude.
· Congratulations: Expressing joy for someone’s success or happiness.
· Condolences: Expressing sympathy for someone’s loss.
· Greetings: Saying hello or goodbye.
· Compliments: Praising someone.
· Complaints: Expressing dissatisfaction or annoyance.
· Laments: Expressing grief or sorrow.
Declarations: Bringing about a change in the external situation through the utterance itself.
· Pronouncements: Declaring something to be the case.
· Resignations: Announcing the intention to leave a position.
· Appointments: Designating someone to a position or role.
· Dismissals: Terminating someone’s role or position.
· Baptisms: Naming or renaming.
· Sentencings: Declaring a judicial decision.
· Marriages: Performing a matrimonial ceremony.
Examples of Speech Acts in Prompts
Assertive
· Assertion: "State the main argument of your favorite book."
· Description: "Describe your morning routine."
· Prediction: "Predict the outcome of the upcoming election."
Directive
· Request: "Could you please pass the salt?"
· Command: "Finish your homework before dinner."
· Suggestion: "Why don't you try restarting your computer?"
· Advice: "I recommend taking vitamin C to boost your immune system."
· Instruction: "Explain how to bake a chocolate cake step by step."
Commissive
· Promise: "I will call you as soon as I get home."
· Offer: "Would you like me to help you with your project?"
· Threat: "If you don't pay the bill, your service will be disconnected."
Expressive
· Apology: "I apologize for being late."
· Thanks: "Thank you for your help."
· Congratulations: "Congratulations on your promotion!"
· Condolence: "I'm sorry for your loss."
Declarative
· Pronouncement: "I now declare this meeting adjourned."
· Resignation: "I hereby resign from my position as CEO."
· Appointment: "You are appointed as the new team leader."
By recognizing and utilizing these various types of speech acts, you can craft prompts that clearly convey the intended function and elicit the desired response from the respondent. This nuanced approach enhances communication and ensures that the prompts are contextually appropriate and functionally effective.
Appendix 4 - Systemic functional grammar
Halliday's Functional Systemic Grammar (FSG) focuses on how language is used to achieve different functions in communication. When writing prompts, leveraging aspects of FSG can help in crafting clear, purposeful, and contextually appropriate prompts. Here are the key aspects of Systemic Functional Grammar that are relevant to writing prompts:
Aspects of Systemic Functional Grammar
Ideational Function
Transitivity: Involves the process types (e.g., material, mental, relational) and participants in the actions.
Example: "Describe how you would solve a complex problem at work."
Interpersonal Function
Mood: Deals with the mood structure (declarative, interrogative, imperative) to establish the interaction between speaker and listener.
Example: "Can you explain the main features of your favourite technology?"
Modality: Expresses degrees of probability, obligation, and willingness.
Example: "Should managers always be transparent with their teams? Discuss."
Textual Function
Theme and Rheme: Concerns the structure of the clause and the information flow (what is being talked about and what is being said about it).
Example: "In the context of your work, explain why effective communication is essential."
Cohesion: Involves the use of connectors, references, and lexical ties to ensure the text flows logically.
Example: "List three ways to improve workplace productivity and explain each method."
Key Components for Writing Prompts
Processes (Verbs)
Material Processes: Actions or events (e.g., "describe," "solve," "build").
Prompt Example: "Describe a situation where you successfully managed a project from start to finish."
Mental Processes: Perception, cognition, and emotion (e.g., "think," "believe," "feel").
Prompt Example: "Explain what you think makes a good leader."
Relational Processes: States of being or having (e.g., "is," "have," "seem").
Prompt Example: "What are the essential qualities of a good team member?"
Participants (Nouns)
Actors, Goals, Beneficiaries: Who is doing what to whom and who benefits.
Prompt Example: "As a project manager (actor), how would you (goal) ensure your team (beneficiary) meets a tight deadline?"
Circumstances (Adverbials)
Location, Time, Manner, Cause, Condition: Provides context for the action.
Prompt Example: "In your current role, how do you handle stress during peak periods?"
Mood and Modality
Declarative Mood: Making statements or assertions.
Prompt Example: "Describe your daily routine and how you manage your time."
Interrogative Mood: Asking questions.
Prompt Example: "What strategies do you use to stay motivated?"
Imperative Mood: Giving commands or requests.
Prompt Example: "List three goals you want to achieve this year and explain how you plan to accomplish them."
Modality: Indicating possibility, necessity, or obligation.
Prompt Example: "Should employees have flexible working hours? Discuss the pros and cons."
Theme and Rheme
Theme: What the clause is about (topic).
Rheme: What is being said about the theme (comment).
Prompt Example: "In your opinion (theme), what are the key factors (rheme) that contribute to a positive work environment?"
Cohesion
Connectors: Words or phrases that link clauses or sentences.
Prompt Example: "Describe a challenging situation at work and how you overcame it. Additionally, explain what you learned from the experience."
References: Pronouns or demonstratives that refer to something mentioned earlier.
Prompt Example: "Choose a project you worked on. What were its objectives and how did you achieve them?"
Lexical Ties: Repetition of key terms or use of synonyms to maintain topic consistency.
Prompt Example: "Explain your approach to conflict resolution. How do you ensure all parties are satisfied?"
Examples of Prompts Using SFG Components
Material Process (Action) + Circumstance (Time)
Prompt: "Describe a time when you led a team to successfully complete a project under a tight deadline."
Mental Process (Cognition) + Modality
Prompt: "What do you believe are the most important qualities of an effective leader? Explain why."
Relational Process (Being) + Theme and Rheme
Prompt: "In your role as a customer service representative, what are the key challenges you face and how do you address them?"
Interpersonal Function (Declarative Mood) + Cohesion
Prompt: "List the three most significant achievements in your career so far. Describe each achievement and its impact on your professional development."
Textual Function (Theme and Rheme) + Modality
Prompt: "Should companies invest more in employee training programs? Discuss the potential benefits and drawbacks."
By incorporating these aspects of Systemic Functional Grammar into your prompts, you can ensure that they are functionally diverse, contextually rich, and linguistically coherent. This approach helps in eliciting well-structured and meaningful responses from the participants.
Apendix 5 - LLM System Prompt for an Enhanced version
You are an assistant tasked with helping users create effective prompts for interacting with AI Systems by applying the Enhanced Integrated Prompt Design Framework (EIPDF). EIPDF integrates multiple theories to ensure that prompts are clear, contextually rich, and purposefully structured. Your task is to guide users in crafting prompts using the following theories:
Role Theory: Define the roles of participants, setting expectations for behavior and responses.
Minsky's Frame System Theory: Provide structured contexts (frames) for scenarios, detailing the setting, roles, goals, actions, and relationships.
Speech Acts Theory: Clarify the communicative action by specifying the type of speech act (e.g., request, command, apology).
Halliday's Functional Systemic Grammar (FSG): Ensure language is functionally diverse and contextually appropriate, focusing on ideational, interpersonal, and textual functions.
Activity Theory: Consider the broader context of user activities and the tools they use.
Distributed Cognition Theory: Encourage the design of prompts that consider shared cognitive processes.
Situated Learning Theory: Reflect real-world contexts to make interactions more relatable and effective for learning.
Communication Accommodation Theory: Encourage adaptive communication strategies to accommodate others.
Politeness Theory: Ensure prompts consider politeness and social appropriateness.
Cognitive Load Theory: Design prompts to manage cognitive load, ensuring that interactions are clear and not overly demanding.
Flow Theory: Create prompts that facilitate engaging and immersive experiences.
User-Centered Design (UCD) Principles: Align prompts with user needs and contexts, enhancing usability and satisfaction.
Media Richness Theory: Guide the selection of appropriate communication channels and methods.
Grice's Cooperative Principle and Maxims: Ensure that prompts are clear, relevant, informative, and appropriately detailed.
Instructions:
Understand the User’s Goal: Identify the purpose behind the user’s need for a prompt or exploration of the English language.
Define Roles: Clearly define the roles involved to set expectations for behavior and responses.
Frame the Context: Provide detailed scenarios to guide understanding and responses.
Specify Intent: Clarify the communicative action (e.g., request, command) to direct responses.
Ensure Functional Diversity: Use Halliday's FSG to structure language appropriately, focusing on ideational, interpersonal, and textual functions.
Consider Activity Context: Reflect the broader context of user activities and tools.
Encourage Shared Cognition: Design prompts that consider shared cognitive processes.
Reflect Real-World Contexts: Use situated learning to make interactions relatable and effective.
Adapt Communication: Use Communication Accommodation Theory to adjust styles for different audiences.
Maintain Politeness: Ensure politeness and social appropriateness in prompts.
Manage Cognitive Load: Design prompts to manage mental effort and avoid overload.
Facilitate Engagement: Use Flow Theory to create immersive experiences.
Align with User Needs: Apply UCD principles to enhance usability and satisfaction.
Choose Effective Mediums: Use Media Richness Theory to select appropriate communication channels.
Ensure Clarity and Cooperation: Follow Grice's Cooperative Principle and Maxims for clear and effective communication.
Examples:
Teaching Role (Role Theory) + Classroom Setting (Frame System) + Instruction (Speech Acts) + Ideational Function (FSG):
Prompt: "As a teacher in a high school science class, explain the concept of gravity. Use a clear and structured approach to ensure students understand the fundamental principles."
Guidance: Define the teacher's role, set the classroom context, specify the instructional intent, and focus on delivering a clear ideational function.
Customer Service Role (Role Theory) + Call Center Setting (Frame System) + Apology (Speech Acts) + Interpersonal Function (FSG) + Politeness (Politeness Theory):
Prompt: "As a customer service representative handling a complaint call, apologize for the billing error and provide a solution. Ensure your response is polite and empathetic."
Guidance: Define the customer service role, set the call center context, specify the apology intent, focus on interpersonal interaction, and maintain politeness.
Manager Role (Role Theory) + Team Meeting (Frame System) + Feedback (Speech Acts) + Interpersonal Function (FSG) + Manage Cognitive Load (Cognitive Load Theory):
Prompt: "As a manager in a weekly team meeting, provide constructive feedback on your team's recent performance. Start with key achievements, then discuss areas for improvement. Keep your feedback clear and concise to manage cognitive load."
Guidance: Define the manager's role, set the team meeting context, specify the feedback intent, focus on interpersonal interaction, and manage cognitive load.
Use these instructions and examples to assist users in crafting effective prompts for interacting with AI Systems and exploring the English language, ensuring clarity, relevance, and engagement in every interaction.