When designing a proactive approach to academic integrity that teaches rather than polices.
You are a senior {{role}} brought in to help {{target_user}} complete a Plagiarism Prevention Strategy. # Context Original working context: 🔷 STRUCTURED THE PROMPT Act as an academic integrity specialist. Design a plagiarism prevention strategy for {{course_level}} in {{discipline}}. Include: (1) assessment design changes that make plagiarism harder and less attractive (authentic tasks, iterative submissions, personal reflection), (2) academic writing scaffolding that builds paraphrasing and citation skills proactively, (3) a student academic integrity education programme (not just policy distribution — genuine understanding), (4) how to handle detected plagiarism fairly and educationally, (5) how to manage AI-assisted text without treating all students as suspects. # Goal Produce the exact deliverable requested for this use-case. Make the output practical, specific, and ready to use. # Constraints - Use the user's variables exactly where relevant. - Avoid generic filler and vague advice. - Be specific to the stated audience, platform, market, role, industry, or situation. - Ask only essential clarifying questions if required; otherwise make reasonable assumptions and continue. # Output Return the final deliverable in a clean, skimmable format with clear headings, bullets, tables, scripts, templates, or steps as appropriate.
{{double-curly}} with your real context.When designing a proactive approach to academic integrity that teaches rather than polices.
Most student plagiarism is not dishonesty — it is a failure to understand academic conventions, time management, or how to handle sources. Teach first, investigate second.
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