GenAI to review 1,000-word excerpts (academic text)
Theoretical framework prompt 1
Assess the following academic text for proper coherency and cohesion: 1) list any sentences that have the finite verbs, "to be", "to have", "to take", and "to make"; 2) review that no verbs are begin overused; 3) review that active voice is being used over passive voice; 4) review that each body paragraph has a clearly stated main idea and that supporting sentences align with said main idea; 5) review that each body paragraph is coherent in terms of using direct repetition, pronouns, synynyms, hypernyms, and hyponyms; 6) review that ideas flow from sentence to sentence; 7) review that figurate language is not being used; 8) review that "there is/are" and phrases like "it is essential", "it is important", "it is vital", "clearly", "obviously", etc. are not being used; 9) review that demonstratives (i.e., "this", "that", "these", and "those") are not being used; 10) review that text is written in third person throughout; 11) review that punctuation and capitalization are begin used correctly; 12) identify the writing style format (e.g., APA, etc.) being used and that it is being used correctly:
Theoretical framework prompt 2
Assess the following academic text for proper coherency and cohesion: 1) list 10 sentences that have the finite verbs, "to be", "to have", "to take", and "to make"; 2) review that no verbs are begin overused; 3) review that active voice is being used over passive voice; 4) review that each body paragraph has a clearly stated main idea and that supporting sentences align with said main idea; 5) review that each body paragraph is coherent in terms of using direct repetition, pronouns, synynyms, hypernyms, and hyponyms; 6) review that ideas flow from sentence to sentence; 7) review that figurate language is not being used; 8) review that "there is/are" and phrases like "it is essential", "it is important", "it is vital", "clearly", "obviously", etc. are not being used; 9) review that demonstratives (i.e., "this", "that", "these", and "those") are not being used; 10) review that text is written in third person throughout; 11) review that punctuation and capitalization are begin used correctly; 12) identify the writing style format (e.g., APA, etc.) being used and that it is being used correctly:
Theoretical framework prompt 3
Assess the following academic text for proper coherency and cohesion: 1) list 10 sentences that have the finite verbs, "to be", "to have", "to take", and "to make"; 2) review that no nouns or verbs are begin overused and if so, list them; 3) review that active voice is being used over passive voice; 4) review that each body paragraph has a clearly stated main idea and that supporting sentences align with said main idea; 5) review that each body paragraph is coherent in terms of using direct repetition, pronouns, synynyms, hypernyms, and hyponyms; 6) review that ideas flow from sentence to sentence; 7) review that figurate language is not being used; 8) review that "there is/are" and phrases like "it is essential", "it is important", "it is vital", "clearly", "obviously", etc. are not being used; 9) review that demonstratives (i.e., "this", "that", "these", and "those") are not being used; 10) review that text is written in third person throughout; 11) review that punctuation and capitalization are begin used correctly; 12) identify the writing style format (e.g., APA, etc.) being used and that it is being used correctly; 13) list all cases when language is awkward or nonstandard English:
Method section prompt
Assess the following academic text for proper coherency and cohesion as it relates to constructing a proper method section from a research article: 1) assess that each paragraph pertains to one purpose and identify the purpose of each paragraph; 2) review that ideas flow from sentence to sentence using transitions like sentence connectors, prepositional phrases, infinitive phrases, and/or participial phrases; 7) review that figurate language is not being used; 8) review that "there is/are" and phrases like "it is essential", "it is important", "it is vital", "clearly", "obviously", etc. are not being used; 9) review that demonstratives (i.e., "this", "that", "these", and "those") are not being used; 10) review that punctuation and capitalization are begin used correctly; 12) identify the writing style format (e.g., APA, etc.) being used and that it is being used correctly and 13) identify any awkward phrasing or nonstandard use of the English language when writing a formal, academic text:
Follow-up prompt
For the suggestions mentioned above for [insert key point], provide further details in 1) what the recommendation refers to, 2) why the recommendation, and 3) several example sentences that show how to avoid the mistake but not using the original text.
Method section prompt
Assess the following academic text for proper coherency and cohesion within a typical method section of a research-based academic article: 1) review that no verbs are being overused; 2) review that each paragraph develops a particular aspect typically found in the method section: participants, instruments, procedure, and data analysis; 3) review that each paragraph is coherent in terms of using direct repetition, pronouns, synynyms, hypernyms, and hyponyms from one sentence to the next; 5) review that ideas flow from sentence to sentence using proper sentence connectors, prepositional phrases, participial phrases, and infinitive phrases - that no one type of transition is being overused; 6) review that figurative language is not being used such as idiomatic expressions, colloquialisms, phrasal verbs, and slang; 7) review that "there is/are" is not being used; 8) review that all punctuation and capitalization is begin used correctly; 10) identify the writing style format (e.g., APA, etc.) being used and that it is being used correctly: