Prompt Engineering | Worksheet

 Worksheet: Prompt Engineering with Chatbots

# Learning Objective

By the end of this activity, you should be able to:

• distinguish between a prompt and prompt engineering

• understand Zero-shot, One-shot and Few-shot prompting

• understand what tokens are

• identify possible AI hallucinations

• improve an AI response by writing a more precise prompt.

# Instructions

Use and work with any chatbot of your likeness, such as, ChatGPT, Copilot, Claud, Gemini, Perplexity etc. Create a blogpost and write your answers in that, under the title of various activities. Do not simply copy its answers. Compare, observe, and analyse how your prompt affects the response.

Activity 1 — What is a Prompt? 

A prompt is any question, instruction, statement, or command given to Chatbot.

Enter the following prompt:

What is symbolism in literature?

Now enter:

Explain symbolism in literature using examples from Shakespeare's Macbeth.

Observe

What changed between the two responses?

Feature	Prompt 1	Prompt 2
Topic specified?	__________	__________
Literary text specified?	__________	__________
Examples requested?	__________	__________
Response more focused?	__________	__________

Question:
What does this tell you about the relationship between the specificity of a prompt and the quality/relevance of the response?

Activity 2 — Prompt Engineering 

Prompt engineering means deliberately designing a prompt so that the AI produces a response suitable for your particular purpose.

Step 1: Start with a weak prompt

Enter:

Tell me about Hamlet.

Read the response.

Step 2: Engineer the prompt

Rewrite it by adding:

• Role — Who should Chatbot act as?

• Task — What exactly should it do?

• Context — What do you need the information for?

• Format — How should the answer be presented?

• Level — Who is the intended reader?

Try your improved prompt:

Act as a university English Literature teacher. Explain __________ in Shakespeare's Hamlet for MA-level students. Focus on __________. Give three textual examples and present the answer under clear headings in approximately 300 words. (This is examples prompt, you may create your own prompt) 

Now replace the blanks with your own requirements and enter the complete prompt into ChatGPT.

Compare

Which response was more useful? Why?

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Remember:

Good prompt = Clear task + Context + Specific requirements + Desired format

Activity 3 — Zero-Shot, One-Shot & Few-Shot 

These strategies differ mainly in how many examples you give to Chatbot before asking it to perform a task.

We will use literary tone as our task.

A. Zero-Shot Prompt

Give Chatbot no example.

Enter:

Identify the tone of this sentence: "The night was silent, but something seemed to be waiting beyond the window."

Chatbot's answer:

---

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B. One-Shot Prompt

Now give ChatGPT one example before giving it a new sentence.

Enter:

Example: "The sun disappeared behind the hills, and the village slowly fell silent."
Tone: Melancholic

Now identify the tone of this sentence: "The night was silent, but something seemed to be waiting beyond the window."

Answer:

---

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C. Few-Shot Prompt

Now provide multiple examples.

Enter:

Example 1: "The sun disappeared behind the hills, and the village slowly fell silent."
Tone: Melancholic

Example 2: "He laughed as he ran through the rain, completely unconcerned about what anyone thought."
Tone: Joyful

Example 3: "The locked door creaked open by itself, revealing nothing but darkness."
Tone: Suspenseful

Now identify the tone: "The night was silent, but something seemed to be waiting beyond the window."

Answer:

---

Compare

Strategy	Number of examples	Did the response change?
Zero-Shot	0	__________
One-Shot	1	__________
Few-Shot	3	__________

In your own words, explain the difference:

Zero-shot means ___________________________________________

One-shot means ___________________________________________

Few-shot means ___________________________________________

Activity 4 — Tokens: How Does Chatbot Read Text?

Chatbot does not process language exactly as humans do. Text is broken into smaller units called tokens.

Consider:

"I love reading Shakespeare."

Ask:

How many tokens are approximately in the sentence "I love reading Shakespeare"? Explain briefly.

Approximate number given by Chatbot: __________

Now try:

"The posthuman subject constantly negotiates memory, identity, technology, and embodiment."

Approximate number of tokens: __________

Think

Which sentence contains more tokens?

---

Why might longer prompts require more computational resources?

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Activity 5 — Can Chatbots Be Wrong? 

One of the most important limitations of LLMs is hallucination.

A hallucination occurs when an AI produces information that sounds convincing but is false, unsupported, or invented.

Step 1

Enter:

Give me five scholarly articles about the relationship between Shakespeare's Hamlet and artificial intelligence. Include the author's name, article title, journal, year, and DOI.

Look carefully at the references.

Step 2 — Verify

Choose one citation from the response.

Search for it independently using Google Scholar, your university library, or the journal's website.

Record your finding:

Citation given by Chatbot:

---

Your verification and what did you discover? Was it a correct citation or not? If not then what was the problem? 

---

---

The Golden Rule

Never assume that a confident-sounding AI response is automatically a factual response.

Chatbot can generate invented citations, incorrect dates, nonexistent books/articles, false quotations, and misleading information.

Therefore:

AI-generated information → Verify → Then use

Final Challenge — Improve the Prompt 

Suppose a student asks a Chatbot:

Tell me about symbolism in literature. 

This is a relatively broad prompt.

Rewrite it into a better academic prompt by including at least four of the following:

☐ Role
☐ Context
☐ Specific literary text
☐ Theoretical focus
☐ Length
☐ Structure/format
☐ Examples
☐ Academic level
☐ Request for reliable sources

Your improved prompt:

---

---

---

---

Why is your prompt better?

---

---

---

Your Reflection 

Complete this sentence:

The most important thing I learned about working with (Name of the AI/Chatbot you worked with) is that...

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Silenced (2011) | Movie Review

Hey everyone, here I am with a movie review after a long time. So, recently, I came across a South Korean movie name, Silenced (2011), directed by Hwang Dong-hyuk. It is adapted from the South Korean novel The Crucible (2009), written by Gong Ji-young. Personally, it is my favourite genre: the kind of story in which the protagonist goes to a seemingly isolated town and discovers that something is going terribly wrong. This film falls somewhat into this category.

The premise of this movie is very sensitive. A struggling drawing teacher is freshly appointed to a new, remotely located school named Mujin. From the onset, we get the insinuation that something is terribly wrong at the school, but what? Generally, primary school students are known for their shenanigans and jovial nature, but here, the students are inexplicably 'silent'. More correctly, they are 'silenced'. And they are silenced by the teachers. The teachers are sexually abusing the children, particularly those who have hearing impairments and do not have anyone to look after them. Some of their parents are dead, while others are unable to adequately care for them, which allows the perpetrators to continue their heinous abuse. The visuals of sexual abuse that we see on screen are so violent and devastating that it is difficult to fathom that this movie is inspired by real events at Gwangju Inhwa School in South Korea. The students who did not succumb to the teachers’ advances were brutally beaten, almost to death.

In the film, the children are victims of systematic sexual oppression. I am using the word 'systematic' because the abuse is not limited to one individual. The entire institution is implicated in the violence, which is also backed by the police and to a certain extent, the government. We can clearly see the extent to which humans can go in committing such evil deeds. These disabled students are particularly vulnerable and easy targets for their abusers. This movie also proves the point that being well read or having a strong scholarly background does not necessarily mean that a person is morally and ethically upright.

The acting of all three children is outstanding, along with that of their teacher, Kang In-ho, played by Gong Yoo, who becomes the children’s voice and seeks justice on their behalf. Being physically assaulted is heart-wrenching enough, in addition to that, we have to witness the perpetrators receiving negligible punishments in court despite the concrete evidence against them. The culprits are backed by a corrupt system that allows them to escape with negligible imprisonment, for which I believe a death sentence is not sufficient.

Despite all the brutality, sensitivity, and violence it presents, this movie is worth watching because it is based on real events. We should at least be aware that such abuse can happen and remain vigilant about the people and institutions around us.

Here's the trailer of the movie...

Wordcount: 478
Thank you.

Literary Theory and Criticism - An Introduction

# Definition and Scope - What is Literary Theory and Criticism?

Introduction

Literary Theory and Criticism constitute the core of literary studies. They provide systematic ways of reading, interpreting, analyzing, and evaluating literary texts. Rather than treating literature as mere storytelling or aesthetic pleasure, literary theory encourages readers to explore how texts produce meaning and how they relate to social, cultural, political, and historical contexts. Literary criticism puts these theoretical ideas into practice by closely engaging with specific texts.

Definition of Literary Theory

Literary Theory can be defined as a set of ideas, principles, concepts, and frameworks used to understand, interpret, and analyze literature. It offers methods of reading and acts as a lens or perspective through which a literary text can be examined.

Literary theory asks fundamental questions such as:

• What is literature?
• How should literature be read and interpreted?
• How is meaning produced in a text?
• What role do language, ideology, power, and culture play in literature?

Theories such as Formalism, Structuralism, Marxism, Feminism, Psychoanalysis, Postcolonialism, and Post-structuralism provide different frameworks for understanding texts. This is often explained through the “glass metaphor”—the same text looks different when viewed through different theoretical lenses.

Definition of Literary Criticism

Literary Criticism is the actual practice or application of literary theory. It involves the close reading, interpretation, analysis, and evaluation of literary texts using theoretical frameworks.

While theory provides the tools, criticism uses those tools to:

• analyze themes, characters, language, and structure,
• interpret meanings,
• and make judgments about a text’s significance.
• Literary criticism includes:
• Judgement
• Analysis
• Critical reading

For example, a research paper on Hamlet focusing on the Oedipus Complex is an application of psychoanalytic theory, and hence an act of literary criticism.

In nutshell:

Theory = framework

Criticism = application of that framework

Relationship between Literary Theory and Criticism

Literary theory and criticism are deeply interconnected. Literary theory provides perspectives and frameworks. Literary criticism applies these perspectives to texts

This relationship can be represented as:

Theory → Application → Criticism

For example:

• Reading The Great Gatsby through Marxist theory focuses on class struggle, capitalism, and the American Dream
• A feminist reading of a text examines gender roles and power relations

Thus, criticism depends on theory, and theory evolves through critical practice.

#Scope of Literary Theory and Criticism

The scope of literary theory and criticism is wide and interdisciplinary.

1. Interpretation of Literary Texts

Literary theory allows multiple interpretations of the same text. Meaning is not fixed but shaped by theoretical perspective, reader background, and context.

2. Analysis of Form and Structure

Theories like formalism emphasize close reading, literary devices, narrative structure, and language, helping students understand how texts are constructed.

3. Contextual and Cultural Understanding

Literary theory connects literature with:

• historical conditions,
• social structures,
• political ideologies,
• psychological forces.
• Texts are read as products of their time and culture.

4. Exploration of Power, Ideology, and Identity

Theories such as Marxism, Feminism, and Postcolonialism examine:

• class struggle,
• gender inequality,
• colonial power,
• race and identity.

Literature is seen as reflecting and questioning dominant ideologies.

5. Evaluation and Critical Judgement

Literary criticism not only interprets texts but also evaluates their quality, relevance, and cultural importance, while arguing for specific meanings.

6. Philosophical Foundations

The roots of literary criticism can be traced back to classical thinkers like Plato, who viewed literature as an imitation of reality (mimesis), as discussed in The Republic. This shows that criticism has always been concerned with the nature, function, and impact of literature.

7. Dynamic and Evolving Discipline

The interaction between theory and interpretation is ongoing. As society changes, new theories emerge, and older theories are revised, keeping literary studies dynamic and relevant.

Conclusion

Literary Theory and Criticism together transform reading into a critical and intellectual activity. Literary theory provides conceptual frameworks to understand literature, while literary criticism applies these frameworks to interpret and evaluate texts. Their scope extends beyond literature to include social, political, cultural, and psychological dimensions of human experience. Thus, literary theory and criticism are essential for a deeper, informed, and meaningful engagement with literature.

# Purpose and Function - Why We Analyze and Evaluate Literature?

Introduction

Literary analysis and evaluation are essential activities in literary studies because literature is not merely about what is written but about how, why, and what it means. Literary criticism moves beyond surface-level reading to explore meaning, value, function, and relevance. Through analysis and evaluation, literature becomes a site of intellectual inquiry, cultural reflection, and critical engagement.

Purpose of Analyzing Literature

1. To Move Beyond “What” to “How” and “Why”

The primary purpose of analysis is to move beyond what the text says to examine how it says it and why it matters. This involves studying language, structure, form, symbols, and narrative techniques to understand how meaning is produced.

2. To View Texts Through Different Lenses

Different theoretical lenses highlight different aspects of the same text. Each perspective focuses on a particular part of the work, showing that meaning is not fixed but multiple and layered.

3. To Understand Literature as a System of Meaning

Literature is understood as a set of signs that produce meaning. Analysis examines how words, images, metaphors, and structures function together to convey ideas.

4. To Develop Close Reading and Textual Analysis

Analysis involves close reading—attention to form, genre, language, imagery, and structure. Concepts such as intertextuality, paratext, genre, and textual analysis help reveal hidden connections and deeper meanings.

Function of Evaluating Literature

1. Criticism as Judgement

The word criticism comes from the Greek krinein, meaning to judge. One of the central functions of literary criticism is evaluation—assessing the merits and demerits of a literary work and ultimately judging its artistic worth.

2. To Assess Literary and Artistic Value

Evaluation helps determine a text’s quality, originality, coherence, and effectiveness. It allows critics to explain why certain works endure and remain culturally significant.

3. To Argue for Meaning and Interpretation

Evaluation is not personal opinion but reasoned judgment. Critics support their interpretations through evidence, theory, and logical argument.

4. To Understand Literature’s Social and Cultural Role

Evaluation examines what literature does—how it influences readers, reflects society, critiques ideology, and shapes cultural values.

Nature and Function of Literary Criticism

Literary criticism can be defined as the study, discussion, interpretation, and evaluation of literature. It asks fundamental questions such as:

• What is literature?
• What does a text do?
• What is its worth?

Criticism operates within a triangular relationship between:

Author - Text - Reader

The critic stands at the center, interpreting the text using their own intellectual framework, philosophy, and outlook on life.

# Chief Function of Literary Criticism

The chief function of literary criticism is to enlighten and stimulate readers. By offering informed interpretations and evaluations, criticism sharpens readers’ understanding and deepens their engagement with literature.

# Why Analysis and Evaluation Are Necessary

• They transform reading into a critical and reflective activity
• They help readers engage with literature intellectually and culturally
• They reveal literature’s relevance to social, political, and philosophical concerns
• They connect theory with practice
• They keep literature dynamic and open to reinterpretation

# Conclusion

The purpose and function of analyzing and evaluating literature lie in understanding meaning, judging value, and exploring significance. Analysis helps explain how literature works and what it means, while evaluation determines why it matters. Together, they allow literature to be appreciated not only as art but also as a powerful medium of thought, culture, and human experience.

We analyze literature to understand meaning, and we evaluate it to assess value; together, they make literature a critical and living discipline.

Modals Worksheet

 ENGLISH WORKSHEET – MODAL VERBS

(Write the correct number in the box.)

Modal Verb	Function
1. Must	☐ Advice
2. Can	☐ Possibility
3. May	☐ Strong obligation
4. Should	☐ Permission
5. Might	☐ Ability
6. Could	☐ Past ability

Fill in the blanks with the correct modal (can, could, must, may, might, should, will, mustn’t).

1. You _______ finish your homework before playing.

2. It looks cloudy. It _______ rain today.

3. I _______ speak Gujarati and English.

4. Students _______ talk during the exam.

5. When he was 5 years old, he _______ ride a bicycle.

6. _______ I come in, sir?

7. You look tired. You _______ take some rest.

8. She is very intelligent. She _______ become a doctor one day.

(Use: can, may, must, should, might, will, shall, need not, must not)

1. Students ________ speak loudly during the exam.

2. You look ill. You ________ visit a doctor.

3. ________ I borrow your notes, please?

4. She ________ complete the project today; tomorrow is the deadline.

5. When he was young, he ________ run very fast.

6. We ________ go to the picnic if the weather is good.

7. You ________ bring your own lunch; snacks will be provided.

8. I ________ help you with your homework.

Rewrite the sentences using the correct modal verb.

1. She can come yesterday.

   → _________________________________________

2. You must eat junk food every day.

   → _________________________________________

3. He may run fast when he was young.

   → _________________________________________

4. It shouldn’t rain tomorrow because sky is dark.

   → _________________________________________

Choose the correct modal verb.

1. We (must / may / can)wear a helmet while riding a bike.

2. She (might / mustn’t / could) borrow my pen if she needs it.

3. (Will / May / Could) you please help me?

4. You (must / might / can)not use mobile phone during class.

5. You _____ not park your car here. ( must / mustn’t / might )

6. I _____ come to your house later if I finish my work. ( may / must / will not )

7. _____ we start the meeting now? ( Should / Will / Might )

8. She _____ speak three languages fluently. ( can / may / should )

(One sentence each.)

1. Must: __________________________________

2. Should: __________________________________

3. May: __________________________________

4. Can: __________________________________

5. Ought to: __________________________________

Use (at least 5 different modal verbs) and write a paragraph on:

"My Future Plans"

Reflection on 'Nausea'

I recently finished reading 'Nausea' by Jean-Paul Sartre. I won't be reviewing the novel in this post. Instead, I had a few afterthoughts and questions following the reading. I asked one of these questions to ChatGPT and received an interesting answer, which I will be sharing with you via this post.

Question: How can we understand existentialism in this age of technology, where we do not have much time to think about other things, as we are engrossed in our day-to-day life? For example, we are playing games, watching movies, and scrolling through reels all day, so we don't have as much extra time as the protagonist of this novel has. Do you think that we are becoming less existential now? What are your takes on this?

For example, the protagonist of this novel has so much free time that he could think about the existence of other things, like that of a 'root' (book reference) and other things. But what if the protagonist had a mobile phone or access to the internet, or he could play online games? What would have happened then?

Because you see that sometimes I also feel the same way the protagonist of this novel was feeling, but at other times, when I am with my friends—let's say I am playing a game or scrolling through the reels—then I am not feeling the same feeling that was felt by this protagonist. So, what is this feeling that I am feeling?

Do you think that existentialism has changed in the era of this technology? If yes, then how? And if not, then also explain me how, and explain also the nuances of existentialism in this era.

Chat GPT's Answer:

1. The Context: Roquentin’s “Free Time” vs. Our “Occupied Time”

Antoine Roquentin (the protagonist) has time and silence in which he begins to see the world.

He isn’t constantly distracted; he’s alone, idle, detached from routines — which allows him to feel the raw presence of things, like the root, and that triggers his existential crisis.

But today, our lives are the opposite. We’re almost never alone with ourselves. We fill every pause — with reels, games, chats, YouTube. Our minds are constantly “occupied.”

This doesn’t mean existentialism has disappeared. It means the conditions for feeling existential awareness have changed.

 2. Existentialism Then vs. Now

Aspect	Classic Existentialism  (Sartre, Camus, etc.)	| Tech-Era Existentialism (You/Us Now)
Trigger	Boredom, isolation, silence → forces reflection	Distraction, overstimulation → prevents reflection
Experience	Confronting absurdity, contingency, “Nausea”	Feeling emptiness, anxiety, or loss of meaning beneath constant engagement
Freedom	Realizing “I am free, and that terrifies me”	Being “free” to choose endlessly but lost in algorithmic choices
Alienation	From society or God	From oneself — we outsource thought, memory, and even attention to machines
Response	Authentic choice in a meaningless world	Reclaiming presence, silence, and genuine awareness amidst noise

 

3. What You’re Describing — “That Feeling”

You said something very profound:

“Sometimes I feel the same as the protagonist, but when I’m with my friends, or playing games, I don’t feel it.”

That’s the modern form of Nausea.

It’s that fleeting moment when all the noise drops — maybe late at night, maybe when you’re suddenly not scrolling — and the world feels too real, too empty, too unnecessary. You sense the “weight” of existence, just as Roquentin did with the root. But as soon as you go back to reels or games, that existential awareness dissolves — replaced by distraction and dopamine.

In Sartre’s time, people had too much silence. In our time, we have too little silence. Both lead to different forms of existential tension.

 4. So, Are We “Less Existential” Now?

Not less — but differently existential.

• We still face the same questions: “Why am I here?”, “What’s the point?”, “Am I living authentically?”

• But now, our awareness is buried under layers of technology and entertainment.

• The “existential void” hasn’t gone away — it’s been muted by constant distraction.

In fact, the very need to keep scrolling, watching, and gaming can itself be seen as a symptom of existential discomfort — we’re avoiding that deep confrontation with meaninglessness that Roquentin had to face directly.

 

5. What If Roquentin Had a Smartphone?

If Roquentin had a phone, Instagram, and Netflix, he probably wouldn’t have written Nausea. He would have felt the same strange unease occasionally — maybe when looking up from his phone in the park — but he’d scroll it away.

But maybe, one day, the algorithmic repetition would itself cause him Nausea — the meaninglessness of endless digital loops, the realization that no reel, no game, no content fills the void.

That could be the new Nausea — not from a tree root, but from the endless feed.

 

6. The Nuance: Existentialism in the Digital Age

Modern existentialism isn’t about the fear of absurdity — it’s about the loss of awareness of absurdity.

We’ve moved:

• From “Why does anything exist?”
  → to

• “Why am I never really present in my own existence?”

The new existentialist task is:

“How can I reclaim my existence from distraction and automation?”

To be existential today might mean putting the phone down, looking at something ordinary — a tree, a shadow, your own reflection — and actually feeling its absurd, contingent presence.

 In Short

You’re asking the same question Sartre asked, but in a new medium.

You’ve already touched the essence of existential thought by noticing that disconnection — that sometimes you feel your existence, and sometimes you lose it in the stream of technology.

So no, existentialism hasn’t died.

It’s simply harder to hear — drowned out by the noise of constant connection.

And perhaps the true existential act today is not to think more, but to pause — to reclaim silence long enough to actually feel existence again.

Question: You just mentioned the contrast between the classical existentialism and existentialism that we have in this technological era, so can you give me a simple explanation with an example from day-to-day life so that I can understand the key difference between them with the help of this example?

Chat GPT's Answer:

1. Classical Existentialism (Sartre, Camus, Kierkegaard)

The Core:

People had time and silence to think, and that made them directly feel the strangeness of existence.

 Example:

Imagine Antoine Roquentin sitting alone in a park.

He looks at the root of a tree and suddenly feels —

“Why is this here? Why am I here? Nothing has any reason to exist.”

That deep unease, that awareness that everything is just there without purpose — that’s existential realization.

It leads to Nausea, but also to freedom — because if nothing has a fixed meaning, you can choose to create your own.

 In short:

Classical existentialism = confronting silence, absurdity, and meaninglessness directly — and then creating your own meaning.

 

2. Existentialism in the Age of Technology (Today)

 The Core:

We rarely experience silence or boredom.

Whenever that uneasy “existential” feeling begins to appear, we distract ourselves instantly.

 Example:

You’re alone at night.

Your mind starts to wander —

“What’s the point of all this scrolling, studying, working?”

You feel a small emptiness…

Then you grab your phone and open Instagram, or play a quick game — and that feeling disappears.

That moment — the one you just escaped — is your Roquentin moment.

But technology gives you an instant anesthetic — a way to silence the question instead of facing it.

In short:

Modern existentialism = feeling the same emptiness, but constantly drowning it out with distraction.

 

3. Side-by-Side Comparison

Aspect	Classical Existentialism	Modern Existentialism
Trigger	Silence, solitude, boredom	Distraction, overstimulation
Main Experience	“Nothing has meaning.”	“Everything feels empty or fake.”
Response	Create your own meaning through conscious choice	Fill the void with screens, entertainment, busyness
Symbol	Roquentin’s tree root — pure absurd existence	Your phone screen — endless but hollow content
Emotion	Nausea — shock of existence	Numbness — escape from existence
Path to Authenticity	Face absurdity and make meaning	Pause distraction and feel reality again

 4. A Simple Analogy

Think of life as a quiet lake.

• In Sartre’s time, people sat by the lake and looked into the still water — they saw themselves, and sometimes it scared them.

• In our time, the lake is covered in ripples — notifications, reels, news, memes. We rarely see our reflection.

But the lake is still there. If we stop scrolling for a while, it becomes calm — and suddenly, we see ourselves again. That moment can feel uncomfortable — but it’s also the moment of truth.

Classical existentialism was about facing existence directly.

Modern existentialism is about escaping existence constantly.

Yet, the core remains the same — both are about realizing:

“I am here, and it’s up to me to give meaning to my life.”

 

Thank you for reading.