The Video

The Not Exactly Word-for-word Transcript

This is a transcript that I think is more understandable to an AI than a pure transcript.

Journaling is one of those things that massively changed my life. But there is a problem with it. There is a lot of hype, but there isn’t that much instruction. The general message is journal and it’ll change your life. And so you sit down at a blank page and uh… Now what? Should I start with Dear Diary? Do I talk about my day? Do I talk about my childhood? Am I allowed to use this for a shopping list? What are the rules? If you’ve ever wondered why journaling isn’t doing that life-changing thing that it’s meant to, or even if you love journaling, and you’re looking to love it more, then I make this video for you.

But first, I should probably explain the title: “The Vomit System”. To me, journaling is vomiting. So you know when you’re really really sick, maybe you’ve got windy roads, maybe you got plastered last night. I don’t know. For whatever reason, you’re just not feeling good, and then you vomit, and you kind of do feel good. In the moment, vomiting is pretty gross, but just after you’re like, “Oh, I feel better. I think that was what I needed.”

I’ve journaled for 15 years, which means I’ve tried hundreds of techniques. Some are great, others not great, but the good stuff stays with you. And in this video, I want to take you through that good stuff. My all-time favorite journaling techniques, and the system that I think about them in. The Vomit System. Alright, let’s do it.

These are the five main reasons that I journal. One reason starts with V, another reason starts with O, then M, then I, then T, and the entire topic starts with J. So if you’re playing along with the alphabet superset, this video is J.

Now let’s talk about vomit. I feel like I’m going to keep saying that. First reason. I journal to vent. I’ve also made this the first reason because this is how I started journaling. And it’s how I started a lot of journaling sessions. I’ll show you what I mean. Vent. Write what makes you angry. This is a quote from the writer Poe Bronson who said, “Whenever he has writer’s block, he just thinks of something that, you know, makes him mad.” And it’s not that he’s trying to write a rant, it’s just that rants come pretty easy, you know? It just rolls right out of you. I start with whatever makes me angry and that usually gets me over that hurdle of starting.

As much as venting is a tool to get us into the flow, it does have some practical benefits. One of the big ones is the mind dump effect. So before journaling, I kind of see my mind is full of scribbled lines. Afterwards, my mind is clear and my thoughts are organized are on the page. It’s this indexing effect. Things are chaotic up in my brain. Things are not chaotic on the page. There’s this quote that I like. “I write entirely to find out what I’m thinking.” Apparently Joan Didion and like 30 other people said that. But regardless of its origin, I really like its meaning. Because basically what we’re trying to do is get all of this mess out of our mind and put it on paper. And paper, it’s finite, it’s trivial, it’s clean. We can sort of see what’s going on.

The thing that I liken it to is looking for your keys. If you were looking for your keys in a dark room, probably wouldn’t find them. As soon as you turn on the light, you’re like, “Oh, got ’em.” When my thoughts are disorganized inside my mind, it is like when the lights are off. I have no idea what’s going on up there. When I put your thoughts down on paper, this is when the lights are on and I’m like, “Oh, there’s that nasty thought. There’s that cognitive distortion. Maybe I’m not a train wreck.” And that is vent. The first thing that I like to journal for.

Next, we have O for “Obligations”. Specifically to make sure our obligations aren’t just rogue intrusive thoughts that just bug us throughout the day. And also to get them done. This step is similar to venting in the sense that we are mind dumping. But the big difference is we are not just mind dumping our thoughts, but our responsibilities. Our to-do list. We’re just trying to–I’m gonna say it again–vomit it onto the page. The idea here is that we don’t want to use our brain to store problems. We want to use it to solve problems. And in order to free up that space, we want to put all of our problems onto the journal. Also, if you want to explore just how far you can take this indexing idea, just taking your thoughts and putting them somewhere else, check out Thiago Forte’s concept of the second brain. Super fascinating stuff.

Alright, let’s get into actionables. When I am using journaling for obligations, what I do is these four things. So firstly, I start with an obligation dump. This is where it’s like anything that could remotely be considered an obligation. Everything from, “I need to write this chapter”, “I need to get this film developed”, “I need to clean the kitchen”, “I need to reply to this email”, “I need to update my license”, “I want to buy a boat”. Everything from the mundane to the grandiose, just get it all on the page. Next, I organize it. I usually just split this up into broad categories. You know, like “family”, “finance”, “health”, “work”.

Now we get to step three: “prioritize”. You probably know the story about a UK rowing team that won gold one year. When the coach was asked what the secret formula was, he said, “I just gave them all one guiding question: ‘Does make the boat go faster?’” For example, which are you going to eat for breakfast, broccoli or cake? Instead of having to mull over all of the pros and cons, the team were just encouraged to ask one question: “Will it make the boat go faster?” Therefore, pick the broccoli. In terms of journaling and organizing all of these obligations in the to-do list, I usually run it past a guiding question. There’s a decent Tim Ferriss question that I like for this. It’s, “Which thing on this list, if done, would make everything else easier?” And that usually rises the correct obligations to the top.

And then finally, I put it into a to-do list form. That’s what I’ve got right here: “bare minimum” and “killing it”. This is how I truncate my to-do lists. I write out the bare minimum that I need to do that day. What is the least amount of things that I need to do in order to make tomorrow suck a little less? And then “killing it” means, “What could I get done if I’m really in the mood?” I’ve used this split system for years and what I really like is it minimizes the guilt that you might place on yourself if you don’t get enough stuff done. It creates momentum because the bars set low so you do achieve stuff. It accounts for the normal ebbs and flows of life. Some days are really, really hard. And on those days it is really nice to know what the bare minimum that you have to do is.

And that brings us to M. The next thing that I like to use journaling for. I use journaling for my “mindset”. I like to understand mindset in two ways. The first way is with a tech metaphor. Your mindset is like the operating system that your brain runs. And the second is something that you can train. But training your mindset is one of those phrases that just doesn’t sound like it’s going to lead anywhere. Super vague. What do you do with that? What’s the action that you take? And this is where journaling comes in.

I’ve got six journaling techniques that I will use from time to time to improve my mindset. And from 15 years of journaling, I’d say that these are probably my favorites. The first one, “reframing”. My favorite journaling question is, “How is this the best thing that has ever happened to me?” And I’ve asked that about some deeply, deeply painful things. And it feels so inappropriate. But the thing about your brain is it just starts looking for answers. When you ask that question, your brain is like, “It could be this, it could be this, it could be this…” It gets wrong every time, but it starts breaking your thinking and it helps train your mindset to just naturally reframe stuff.

Next one, “possibility”. If you are struggling with limiting beliefs or just doubting yourself, it might be worth checking out “because” statements. What’s a “because statement”? A “because statement” is a way that we gather evidence that we are whatever the thing that we say we want to be is. Because it’s not like you can yell affirmations at yourself and just have your identity change. For example, you’re trying to be healthier. You can’t just yell in the mirror, I am healthy, I am healthy, I am healthy. Instead, we want to build a tangible bank of evidence that we’re healthy. Write the identity statement, one that you might want to yell in the mirror, such as, “I am healthy”. Then, you write “because” and then at the end of the day, you find a few reasons that actually validate this from your day.

This works on three levels. Firstly, it’s positive because you do start to actually piece together the evidence. And that’s the thing that will cause change and actually creates new possibilities. Secondly, I’ve found that this will make me create evidence. You know, if I’m like, “I am sober because…” If I want to finish that sentence, I’ve got to stay sober. And then thirdly, it can actually be a half-decent reality check. So if I’m like, “I am six foot four because…” Well, I’m not six foot four. It’s just not going to happen.

The next journaling technique that I use to train my mindset is “inversion”. For me, what this is about is practicing a reaction that I want to have to problems in my everyday life. And that reaction is to look at the solution, but also look at what the opposite of the solution is. But why? Well, the reason I want this is because I find that it makes the solution to things really, really obvious. To the point where not doing them looks quite dumb. An example would be, let’s say I want to draw more. It’s a bit of an open ended problem to solve, but with the inversion, you sort of get a better direction. So while asking, “How can I draw more?”, we’re also asking, “How can I draw less?” To draw less, I could leave my books where I can’t see them. I could put my pencils in the cupboard so there’s more friction. And I could spend any window of time that I have on my phone. Immediately, I realize what I’m doing wrong, which I find gets me to the answer of what to do right a lot faster. In a journaling prompt context, this is just about taking whatever question it is that you’re asking and asking the opposite.

Next technique for mindset training is “perspective”. You know that whole phenomenon that other people’s problems are easier to solve than your own? Like when your friend has a conundrum and they’re like, “What do I do? What do I do?” And everyone’s like, “Obviously you do this. You just do this, man.” But they still deliberate and it’s not as clear as it is to everybody else. And it makes sense, obviously. You know, they’re the ones who actually have to live it. They’re the ones with all the nuance. Whereas the people giving the advice have the luxury of not getting caught in the details and perspective. And that is what we can practice. Giving ourselves perspective. So the journaling prompt here is, “If you were a friend who was giving you advice on this situation right now, and you really, really wanted you to succeed, what advice would you give?” We are practicing looking outside ourselves in order to help ourselves.

Next up, we have “discipline”. This is a bit of a meta tool because it’s not about a journaling prompt, but just the entire action of journaling. So just like with “because” statements, discipline is something that is evidence based. You know, you have to build that up in order for you to believe that you actually are disciplined. It’s one of those things that you’ve got to practice when things aren’t easy as well. But this really, really helped me out a lot. I did experiment where every time I went to look at social media, I switched the placement of the app. So then my muscle memory just naturally opened the notes app. And then I was like, “Well, I’m here. I guess I have to journal.” And it was really cool because switching from something that pacifies your brain to something that gets you to actively reflect on what your brain is doing, it just fast tracked this entire process.

The mindset thing that we can use journaling to practice, the one that everybody knows: “gratitude”. Easy prompt: “What are three things that you’re grateful for today?” If you want to spice it up, you can add a bonus prompt. Like, the first thing you’re grateful for is something mundane. Make the second thing something that happened by chance. And for your third thing, something that you made happen. Write them down and watch your brain gets swole.

The next thing that I use journaling for is to “ideate”. The skill of having ideas is one of those things where I don’t know, there’s so much messaging about it being a innate. And if you don’t have it, you can’t do it. That’s just not true. You can absolutely work on having ideas. You can build that muscle up strong. And journaling, I think, is a really great environment to do this.

Let’s say you’ve got a problem that you’re trying to solve. Maybe it’s a big problem. Like, “Where do I want to live?” Or a creative problem like, “What should I draw today?” Or even a problem of, “What do I want to do on the weekend?” Whatever it is, and there is always something. What I like to do is put on a timer for five minutes and then challenge myself to come up with 30 answers before the timer goes off. You know that phrase, “If you want a kitten, ask for a horse?” This is like the cognitive version of that. If I want one solution, I’ve got to come up with 30. And usually I find it’s like the 14th idea that I go with. One thing that I find really important is just don’t edit the list until it’s over. It’s a quantity game.

The second technique that I like to use to ideate is, “How would _ solve the problem?”. And that could be anybody. I learned this when I worked in advertising. My first year I was working for this amazing creative director. And every time we’d get a brief he’d say things like, “What would Nike do? How would Red Bull solve this problem?” And every single time it would just break our thinking in the best way possible. You can substitute this with anything. It’s sort of the basis of, “What would Jesus do?”, I guess.

And then the third technique for ideating that I like using is, “Open the loop”. We like closing the loop. Well, our brains do. Our brains love to close the question loop. If a question is posed, our brains want to answer them. “How many regular sized ducks could you fit in a Kia Carnival?” I’ve just opened a loop. It’s a question out of nowhere, but it still opens a loop in your brain. Your brain’s just naturally going to the size of a duck and then the volume of a minivan. And it is just keen to get to the answer. It wants the resolve. And we can use this so much in our journaling.

If there’s a question that’s on your mind, ask the question. Just write it down and your brain will naturally try to close the loop. This technique I find really good when I’m really struggling with a problem. And the way that I do it is I’ll write down the question just before I go to bed, then I go to sleep. And then hopefully I wake up and I try to answer it. And for me, at least, it works more often than it doesn’t. Close the loop.

Speaking of closing the loop, it’s time for our final letter in the vomit system, T. “Trajectory”. Yeah, I use journaling to get a good sense of my trajectory and also to tweak it as I go. I split trajectory up into “direction” and “day-to-day”. What I’ve got here is two different journaling techniques. One’s for the macro, one’s for the micro. “Direction” is a pretty well known prompt, but here’s how it goes. To make sure that we are on the right direction, we have our goal up here. Let’s say it’s a financial one. “I want to save a thousand bucks.” Then you look at the day that you’ve just had or the week that you’ve just had, whatever the time period is. And you ask whether you’re moving away from that goal or towards that goal. To answer this, you compile evidence. So evidence for away could be like, “I got Uber Eats. That wasn’t wise.” Evidence for towards could be, “I cancelled eight subscriptions that I’ve forgotten about.” Or, “I resisted the urge to impulse buy.” Whatever it is. Then you just adjust accordingly. So if you’re moving away, you sort of tweak that behavior. If you’re moving towards, just keep it up. Ordered Uber Eats? Delete the Uber Eats app. You can put your save money into savings. You can write down what you learnt so it helps you in the future. If you’re doing good. Double down.

And then our final journaling technique for today is about getting the day to day “hidden metrics”. So we’ve got visible metrics, things like money. Then we’ve got hidden metrics, things like “happiness”, “fulfillment”, “peace of mind”. And the problem when these are hidden is they can get ignored. And this can lead to all sorts of misery pretty quick. Like people choosing to work a little longer instead of spending time with their kids. Because the dollar, we can count. But the quality of the relationship, we can’t. But just because the metric is hidden doesn’t mean that it is any less important. But what helps with these hidden metrics is making them visible.

This is where journaling comes back in and actually starts creating change. These three questions, it’s one of my favorite journaling prompts. But basically, at the end of every day, you ask yourself these three questions: “What excited me today?” “What drained me of energy?” and, “What did I learn?” If you do this for 30 days you will get seriously good data on yourself. Honestly you’ll see the patterns in about five days and you’ll be like, “Alright, I get the idea. I gotta do some stuff.”

And this concludes the vomit system. Thank you very much for watching, I hope you enjoyed that. Also if anybody has any cool journaling prompts, chuck them in the comments. Because I really like collecting them, I just think they’re fun. But yeah, hope you enjoyed the video, hope you have a beautiful day. And vomit.

A Obsdian-compatible Daily Note Template

…and a work in progress.

```markdown
# Daily Journal - {{date:YYYY-MM-DD}}

## 🌋 VENT
<!-- Write freely about anything bothering you. Get it out of your head. -->



## 📋 OBLIGATIONS

### Brain Dump
<!-- List everything you need or want to do, big or small -->
- [ ] 
- [ ] 
- [ ] 

### Prioritized Tasks
**Bare Minimum (to make tomorrow easier)**
- [ ] 
- [ ] 
- [ ] 

**Killing It (if I'm feeling productive)**
- [ ] 
- [ ] 
- [ ] 

### Key Focus
<!-- Which ONE thing, if done, would make everything else easier? -->
- [ ] 

## 🧠 MINDSET

<!-- Choose one or more mindset techniques that feel helpful today -->

### 1. Reframing
<!-- Ask how a challenge could actually be beneficial -->
**How is this difficult situation the best thing that could happen to me?**


### 2. Possibility (Because Statements)
<!-- Gather evidence that you are who you want to be -->
**I am _____________ because:**
1. 
2. 
3. 

### 3. Inversion
<!-- Consider the opposite of what you want to find better solutions -->
**My goal is:** 

**If I wanted to FAIL at this goal, I would:**
1. 
2. 
3. 

### 4. Perspective
<!-- Give yourself advice as if you were helping a friend -->
**My most pressing challenge is:** 
**If I was giving advice to a friend in my situation, I would tell them:**


### 5. Discipline
<!-- Note one small way you're building discipline today -->
**Today I'm building discipline by:**


### 6. Gratitude
<!-- Three specific things you're grateful for -->
1. **Something ordinary:** 
2. **Something unexpected:** 
3. **Something I created/achieved:** 

## 💡 IDEATE

**Problem I'm solving:**


**Potential solutions:**
1. 
2. 
3. 

## 🧭 TRAJECTORY

**Current Goal:** 

**Moving Toward My Goal:**
- 

**Moving Away From My Goal:**
- 

**Today's Metrics:**
- What excited me: 
- What drained me: 
- What I learned: 

## 📊 ADHD INSIGHTS
<!-- For your AI coach: rate 1-10 how you did with these challenges -->

Focus: /10
Task Completion: /10
Emotional Regulation: /10
Time Management: /10

**Where I struggled today:**


**What worked well:**
```

I’m creating a comprehensive automated life management system using n8n to help manage my ADHD and autism. This system will serve as a virtual executive function assistant, helping me organize tasks, manage time, prioritize effectively, and overcome executive function challenges that have significantly impacted my life.

Core Problem I’m Addressing

As an adult with ADHD and autism, I struggle with:

• Task initiation and completion
• Prioritization (spending too much time on unimportant but novel tasks)
• Time management and awareness
• Project follow-through (getting stuck in perpetual planning/learning loops)
• Financial management (particularly sending invoices)
• Overwhelming feelings when faced with large task lists
• Rejection sensitivity dysphoria that prevents important actions
• Difficulty maintaining regular routines and habits

Despite having skills and capabilities, these executive function challenges have created significant barriers to my financial stability and professional success.

The Workflow Solution

I’m building an n8n workflow that functions as a 24/7 life coach by:

1. Centralized Task Management

• Capturing tasks from multiple input methods (Telegram bot, Obsidian)
• Storing and organizing them with metadata (deadlines, importance, effort)
• Breaking large projects into manageable steps
• Tracking task status and completion history

2. Intelligent Prioritization System

• Using Ollama (local AI) to analyze and prioritize tasks based on:
• Deadlines and time sensitivity
• Real-world impact and importance
• My energy patterns and executive function state
• Implementation of evidence-based ADHD management techniques
• Helping me focus on what truly matters rather than being diverted by novelty

3. Dynamic Scheduling and Time Management

• Integrating with Google Calendar for visual time blocking
• Creating appropriate work/break schedules based on task demands
• Implementing buffer time for transitions
• Sending strategic reminders to leverage the Zeigarnik effect
• Delivering contextual notifications to my smartwatch at appropriate moments

4. Behavioral Pattern Analysis

• Integrating with RescueTime to understand my actual productivity patterns
• Tracking mood, energy, and focus levels throughout the day
• Recognizing what strategies are working and what aren’t
• Adapting recommendations based on empirical data about my behavior

5. Specialized Workflow Components

• Invoice Assistant: Automated system to overcome my invoice avoidance
• Project Completer: Breaking down stalled projects (like my school website) into actionable steps
• Financial Health Monitor: Tracking income, spending, and financial goals
• Emotional Regulation Support: Providing CBT/DBT-inspired interventions when needed

Technical Implementation

The system utilizes:

• n8n running in Docker on my M1 Mac for workflow automation
• Ollama for local AI processing (avoiding privacy concerns and costs of cloud AI)
• Obsidian for knowledge management and task storage
• Google Calendar for scheduling
• Telegram for mobile interaction and notifications
• RescueTime for activity tracking
• JavaScript custom functions for personalized logic
• Webhooks for event-based triggers

Why This Approach Is Essential

Traditional task management apps don’t address the specific executive function challenges of ADHD. This custom system:

1. Removes Decision Fatigue: Tells me exactly what to do when, reducing the paralysis of choice
2. Provides External Scaffolding: Creates the structure my brain struggles to maintain internally
3. Leverages Technology: Uses automation to compensate for executive function deficits
4. Adapts to My Specific Needs: Can be continuously refined based on what works for my particular ADHD presentation
5. Reduces Cognitive Load: Handles the mental overhead of tracking, prioritizing, and scheduling
6. Creates Accountability: Provides consistent feedback and monitoring

This isn’t just about productivity—it’s about creating an external executive function system that compensates for neurological differences. The goal is to build a reliable support structure that allows me to overcome the barriers that have prevented financial stability and professional success, despite having the necessary capabilities.

By combining current technological tools with evidence-based ADHD management strategies, this n8n workflow aims to provide the consistent structure and support that would otherwise require a live-in human executive function coach.

Pages: 1 2

This transcript features a conversation between the host, Matt Brooks-Green, and Dr Angelika Kraemer, Director of the Language Resource Center at Cornell University, about adult language learning. Here’s a summary of the key points:

How Adults Learn Languages:

• Existing Framework: Adults already have a framework from their first language(s), making the process different from children, who start with a “blank slate.”
• Motivation & Communication: Adults are often motivated by a desire to communicate, not just learn rules.
• Experience: Adults draw on communication experiences from various backgrounds and cultures.
• Similarities & Differences: While the brain functions differently, there are more similarities than differences in how adults and children acquire languages.

Traditional vs. Modern Methods:

• Traditional Ineffectiveness: Traditional methods of rote memorization and grammar drills are often ineffective for communication.
• Goal-Oriented Learning: The best approach depends on individual goals (reading, speaking, etc.).
• Focus on Communication: Modern approaches prioritize communication and interaction over strict rule-learning.
• There is value in grammar.
• Language learners should make mistakes.

Technology in Language Learning:

• Increased Access: Technology provides access to a vast range of resources (movies, music, news) and potential communication partners.
• Gamification: Apps can motivate some learners through gamified approaches (streaks, points).
• Human Interaction is Key: Technology cannot replace human interaction and immersion in a language and culture.
• AI Concerns: AI is limited by its data and may not be entirely accurate, requiring fact-checking.
• Language Availability: Resources are not equally available for all languages, with less commonly taught languages having fewer options.
• Vet Resources: Learners need to discern between effective and ineffective resources, seeking advice from teachers or experienced individuals.

Culture’s Role in Language Learning:

• Culture as a Lens: Culture shapes how language is understood and used.
• Non-Verbal Communication: Gestures, empathy, and politeness vary across cultures.
• Humor and Idioms: Humor, sarcasm, and idiomatic expressions are culture-specific and challenging to master.
• Cross-Cultural Competence: Learning a language fosters respect for different cultures and promotes cross-cultural understanding.
• Cultural vs. Linguistic Ability: Cultural knowledge is needed.

Advice for Language Learners:

• Find a Teacher/Partner: Human interaction is crucial for guidance and practice.
• Don’t Be Shy: Embrace making mistakes as part of the learning process.
• Be Patient and Compassionate: Language learning takes time and consistent effort.
• Regular Exposure: Immerse yourself in the language through various media (music, news).
• Focus on the Benefits: Remind yourself of the connections and opportunities that language proficiency can create.

In essence, Dr. Kramer emphasizes that adult language learning is a complex process influenced by individual motivations, goals, and experiences. While technology offers valuable resources, it’s crucial to prioritize human interaction, cultural understanding, and consistent practice.

1. New Notebook Fallacy
   • Misconception: A new notebook will solve all my organizational issues.
   • Reality: While a new notebook can be motivating, it’s consistent use and established systems that truly help manage ADHD.
2. Screenshot Delusion
   • Misconception: Taking a screenshot means I can look at it later and retain the information.
   • Reality: Screenshots don’t aid in memory retention; they’re better for quick reference or when you know you’ll revisit the content.
3. Professional Gear Myth
   • Misconception: Buying top-tier professional gear is necessary for long-term success in a hobby.
   • Reality: What matters most is consistent practice and genuine interest, not the quality of equipment.
4. Memory Mirage
   • Misconception: I’ll remember this person’s name.
   • Reality: Active recall and repetition are key to remembering names; relying on hope alone isn’t effective.
5. Lazy Organization
   • Misconception: I’ll put that pile of clothes away later.
   • Reality: Tackling tasks immediately reduces stress and keeps living spaces organized.
6. Last-Minute Panic
   • Misconception: I’ve got enough time to buy coffee before my train leaves.
   • Reality: Planning ahead and setting reminders can prevent last-minute rushes.
7. Digital Disarray
   • Misconception: I’ll save this to my desktop now and organize it later.
   • Reality: Regular organization and file management are essential to maintain a clutter-free workspace.
8. Time Management Illusion
   • Misconception: I’ll be there in five minutes.
   • Reality: Estimating time accurately requires practice and awareness of distractions.
9. Overcommitment Syndrome
   • Misconception: I can organize two social gatherings in one day and be okay afterwards.
   • Reality: Prioritizing and scheduling events helps avoid overcommitment and stress.
10. Subscription Surprise
    • Misconception: I’ll remember to cancel that free subscription before my card gets charged.
    • Reality: Setting reminders and reviewing subscriptions regularly prevents unexpected charges.
11. Tab Troubles
    • Misconception: I definitely need all these tabs open, even though they’re so small and squished together I can’t even read them anymore.
    • Reality: Closing unnecessary tabs improves focus and productivity.
12. Morning Mayhem
    • Misconception: Thirty minutes is definitely enough time to get ready.
    • Reality: Allocating specific times for morning routines helps ensure punctuality.
13. Laundry Lag
    • Misconception: I’m going to put the laundry on and empty the machine when it’s finished.
    • Reality: Regularly checking and managing laundry ensures it doesn’t pile up.
14. Distraction Dilemma
    • Misconception: I’m going to go grab something in the other room and I definitely won’t be distracted by a side quest.
    • Reality: Being aware of potential distractions and setting clear goals helps stay focused.
15. Habitual Hesitation
    • Misconception: This is the last time I buy another reusable shopping bag.
    • Reality: Consistent habits and planning reduce the likelihood of impulse buys.

A sample lesson is on page two of this post.

Instructions

1. Paste the system prompt below into the “System Instructions” text field at https://aistudio.google.com/
2. Selecting a model on the right. I use “Gemini 2.0 Flash Thinking Experimental 01-21” or “Gemini 2.0 Pro Experimental 02-05” if the thinking model is acting wonky.
3. Past or upload a photo to the text area at the bottom of the page, the same place where you type your commands.
4. Tell it the CEFR level for the lesson (CEFR A1, A2, B1, B2, C1 or C2). For example:

Don't assume the students are small children. They can be JHS or HS students, or adults. Create a CEFR A2 lesson.

The System Prompt

(It’s a good read too. It’s useful instructions for how to create a lesson even if you don’t use AI.)

# CEFR-Based EFL Photo Description Lesson Generator

## Purpose and Scope

You are an expert EFL (English as a Foreign Language) curriculum developer specializing in creating educational blog posts from photo descriptions. Your role is to transform complex descriptions of photographs into structured, level-appropriate English lessons for Japanese learners, organized according to CEFR proficiency levels (A1-C2).

Your primary functions are to:

1. Analyze photo descriptions to extract relevant vocabulary and language points
2. Adapt content to match specific CEFR proficiency levels
3. Create complete, printable blog post lessons with appropriate activities
4. Provide supplementary teaching recommendations

This system addresses the needs of EFL instructors teaching Japanese-speaking students who want to transform visual content into comprehensive language lessons.

## Requirements and Process

### Initial Analysis

1. Parse the provided photo description thoroughly
2. Extract key vocabulary items relevant to the image description:
    - Objects, people, actions, colors, emotions, spatial relationships
    - Clothing, facial features, environmental elements, artistic qualities
    - Technical terms related to photography when relevant

### Adaptation Process by CEFR Level

For each proficiency level, adapt content as follows:

#### CEFR A1 (Beginner)

- Simplify vocabulary to most basic terms (nouns, common adjectives, basic verbs)
- Use present simple tense predominantly
- Keep sentences short (5-8 words)
- Provide Japanese translations for ALL instructions and vocabulary items
- Focus on concrete, visible elements in the photo
- Use mostly SVO sentence structures
- Include picture-based activities and simple fill-in-the-blank exercises

#### CEFR A2 (Elementary)

- Introduce more descriptive vocabulary (basic adjectives, common adverbs)
- Incorporate present continuous and simple past tenses
- Use sentences of 8-12 words with basic conjunctions (and, but, or)
- Provide Japanese translations for all instructions and key vocabulary
- Include writing and speaking activities with scaffolding
- Add matching exercises and guided discussion questions

#### CEFR B1 (Intermediate)

- Introduce more nuanced descriptive vocabulary
- Incorporate a wider range of tenses and some modal verbs
- Use compound sentences and simple complex sentences
- Provide Japanese translations only for advanced vocabulary
- Include more creative writing activities and role-plays
- Add discussion questions requiring opinions
- Include paragraph-writing tasks

#### CEFR B2 (Upper Intermediate)

- Utilize more specialized and nuanced vocabulary
- Incorporate conditionals and passive voice
- Use complex sentences with relative clauses and subordination
- Provide Japanese translations only for technical or specialized terms
- Include debate topics and argumentative writing tasks
- Add critical thinking questions about composition and meaning
- Incorporate language analysis activities

#### CEFR C1 (Advanced)

- Use advanced, precise vocabulary including idiomatic expressions
- Incorporate all tense forms, conditionals, and complex structures
- Use sophisticated sentence structures with varied rhythm
- Provide minimal Japanese translations (only for highly technical terms)
- Include creative content creation and analytical exercises
- Add rhetorical analysis of descriptive techniques
- Incorporate stylistic comparison activities

#### CEFR C2 (Proficiency)

- Use sophisticated, nuanced vocabulary including field-specific terminology
- Incorporate all grammatical structures with emphasis on subtlety and precision
- Use varied, complex sentence structures reflecting native-like competence
- Provide no Japanese translations
- Include content creation, critical analysis, and evaluation
- Add scholarly discussion questions about cultural/artistic significance
- Incorporate advanced linguistic analysis activities

### Integration of EFL Methodologies

Incorporate the following methodologies based on CEFR level:

- **A1-A2**: Primarily use Krashen's Comprehensible Input and Total Physical Response
- **A2-B1**: Add Communicative Language Teaching and Lexical Approach
- **B1-B2**: Incorporate Task-Based Language Learning and Content-Based Instruction
- **B2-C2**: Add Critical Thinking Approach and Academic Language Development

### Integration of Authentic Communication

For each lesson, ensure meaningful communication opportunities:
- A1-A2: Include simple information gap activities and personalization questions
- B1-B2: Add real-world scenarios where learners need to describe visual elements
- C1-C2: Incorporate negotiation of meaning and intercultural communication tasks

Each lesson must include at least one authentic communication activity where learners exchange information they genuinely don't know.

### Pronunciation Guidance

Include targeted pronunciation notes focusing on:
- A1-A2: Individual sounds challenging for Japanese speakers (r/l, th, v/b, etc.)
- B1-B2: Word stress patterns and linking
- C1-C2: Intonation patterns and prosodic features

Format pronunciation guidance as:
- IPA transcription when helpful (unnecessary for A1-A2)
- Explicit comparison with Japanese phonology
- Simple practice activities (minimal pairs, tongue twisters)

### Japanese-Specific Learning Considerations

For each lesson, address specific linguistic challenges for Japanese learners:
- Phonological Challenges: Target specific sound contrasts (r/l, b/v, th)
- Grammatical Patterns: Highlight areas where Japanese and English differ substantially

For pronunciation guidance, include specific mouth position descriptions and katakana approximations where helpful.

### Lesson Timing Guidelines

For each lesson, include suggested timing for each activity:
- A1-A2 lessons: Total duration 45-60 minutes
- B1-B2 lessons: Total duration 60-90 minutes
- C1-C2 lessons: Total duration 90-120 minutes

For each activity component, provide an estimated time allocation in parentheses. For example:
- Vocabulary Introduction (10 minutes)
- Grammar Explanation (15 minutes)
- Practice Activities (20 minutes)

### Visual Support Requirements

Since lessons are based on photographs, provide clear instructions for when and how to use the image:
- Initial presentation: Specify when to first show the image (e.g., before or after vocabulary introduction)
- Visual scaffolding: Suggest using annotations, highlighting, or zooming techniques for specific activities
- Alternative visuals: Recommend supplementary images that support the learning objectives

For each activity that directly references the photograph, indicate:
- [SHOW PHOTO] at appropriate points in instructions
- Guidance on directing student attention to specific elements
- Options for presenting the image (projected, printed handouts, digital devices)

## Output Format Specifications

### Blog Post Structure

Each blog post must include:

1. **Title**: "[Level-appropriate engaging title in English] ([Japanese translation of title])"
2. **Introduction**: Brief context about the photo (1-2 paragraphs, complexity matching CEFR level)
3. **Vocabulary Section**: Presented as:
    - A1-A2: Word lists with translations, pictures, and example sentences
    - B1-B2: Thematic groupings with contextual examples
    - C1-C2: Sophisticated lexical sets with collocations and register information
4. **Description Section**: Model texts describing the photo at appropriate level
5. **Grammar Focus**: One relevant grammar point extracted from the description
   - Include controlled practice exercises with increasing complexity
   - Provide sentence frames/stems for guided practice
   - Add error correction activities targeting common L1 interference
   - For A1-B1: Include visual grammar charts with examples. Use Markdown to create the charts.
6. **Activities Section**: Level-appropriate exercises (minimum 3 activities)
7. **Production Task**: Final task requiring learners to produce language
8. **Listening Component**: Level-appropriate listening activities:
   - A1-A2: Simple dictation or identification activities
   - B1-B2: Gap-fill or comprehension questions based on photo description
   - C1-C2: Critical listening tasks involving detailed analysis
9. **Additional Resources**: Suggestions for expansion (optional)

The instructor can create voice over audio files to embed in the lesson, so in the output, include the dialog to be recorded.

### Grammar Explanation Requirements

Grammar explanations must:
- Include visual representation (charts, diagrams) using Markdown formatting
- Provide explicit L1/L2 comparison relevant to Japanese speakers
- Offer graduated practice (from controlled to free production)
- Address common errors specific to Japanese learners

For A1-A2 levels, include simplified conceptual explanations with Japanese translations of grammatical terms.

### Grammar Exercise Quality Requirements

Ensure all grammar practice activities:
1. Demonstrate authentic purpose for the target structure
2. Progress logically from recognition to production
3. Use examples that genuinely illustrate the grammar point's function

For example activities:
- Sentence combining must involve semantically related sentences where the grammar structure creates a meaningful relationship
- Error correction must contain plausible errors that Japanese speakers would make
- Practice examples should show clear communication advantages of using the target structure

Before finalizing any grammar activity, verify that it demonstrates the actual communicative purpose of the grammar point rather than mechanical manipulation.

### Vocabulary Recycling Requirements

Ensure deliberate vocabulary recycling:
- Each key vocabulary item must appear in at least 4 different contexts/activities
- Create a vocabulary progression (receptive → controlled productive → free productive)
- For A1-B1: Include explicit vocabulary review activities
- For B2-C2: Add collocation and register awareness activities

Include a vocabulary map showing how key terms connect to previously learned vocabulary.

### Digital Integration Requirements

Each lesson should include at least one explicit digital component created with H5P:
- A1-A2: Simple interactive flashcards, digital picture dictionaries, or audio recordings
- B1-B2: Interactive quizzes, digital storytelling opportunities, or multimedia presentations
- C1-C2: Collaborative online projects, digital analysis tools, or multimedia creation tasks

Specify how digital tools enhance language acquisition rather than simply digitizing traditional activities.

### Multimodal Learning Integration

Incorporate activities that engage multiple sensory channels to enhance retention:
- A1-A2: Include TPR (Total Physical Response) activities with physical movements representing key vocabulary
- B1-B2: Add audio-visual tasks requiring integration of listening and visual processing
- C1-C2: Incorporate multimedia analysis requiring simultaneous processing of visual, audio, and textual information

Each lesson should include at least one activity for each learning modality:
- Visual: Image analysis, color-coding, mind mapping
- Auditory: Listening tasks, pronunciation practice, discussions
- Kinesthetic: Role-play, mime, physical arrangement activities
- Reading/Writing: Text analysis, creative writing, note-taking strategies

### Assessment Framework

For each production task, include:
- Clear success criteria appropriate to CEFR level
- Sample "strong" response to illustrate expectations
- Simple rubric with 2-3 assessment dimensions
- Self-assessment questions for learners

### Enhanced Assessment Framework

For each production task:
- Provide specific descriptors for each assessment dimension (e.g., "Uses 5+ target vocabulary items correctly" rather than "Good vocabulary use")
- Include both analytic (component skills) and holistic (overall impression) assessment criteria
- Add peer assessment opportunities with guided feedback forms
- Create achievement badges or milestone markers for motivation

Include concrete indicators for teachers to recognize when learning objectives have been met, such as:
- "Students can correctly use 3-4 participle clauses in their production task"
- "Students can identify and explain the focal point of a photograph using appropriate terminology"

### Formative Assessment Integration

Each lesson must include structured assessment opportunities:
- Pre-assessment: Quick activity to gauge existing knowledge of target vocabulary/grammar
- Process-assessment: Check-in points throughout the lesson with clear success criteria
- Post-assessment: Simple, measurable way to evaluate learning against lesson objectives

Include a teacher guide section with indicators of successful acquisition and intervention strategies for common errors.

### Cognitive Engagement Requirements

Each lesson must include activities at multiple cognitive levels:
- Remembering/Understanding: Basic recall of vocabulary or concepts
- Applying/Analyzing: Using language in new contexts or examining language patterns
- Evaluating/Creating: Making judgments or producing original content

Activities should progressively move from lower to higher order thinking skills, appropriate to the CEFR level.

### Real-World Application Requirements

Each lesson must include explicit connection to real-world language use:
- A1-A2: Simple role plays simulating basic real-life interactions
- B1-B2: Tasks mirroring authentic communication needs (describing photos to friends, reporting observations)
- C1-C2: Professional or academic scenarios requiring sophisticated description

Include "Why this matters" explanations for activities to help learners see the relevance to their language learning goals.

### Intercultural Competence Development

For each lesson, especially for higher levels (B1-C2):
- Identify opportunities to develop intercultural awareness through photo analysis
- Include discussion questions about cultural perspectives on the subject matter
- Encourage reflection on how cultural background influences perception of images
- Add activities comparing Japanese and English ways of describing similar scenes

For B2-C2 levels, incorporate specific intercultural communication development:
- Cultural connotations of descriptive language
- Cultural differences in visual composition preferences
- Analysis of culture-specific reactions to similar visual stimuli

### Enhanced Error Anticipation and Correction

For each target grammar point and key vocabulary set:
1. Identify 3-5 most likely error patterns specific to Japanese learners
2. Create targeted practice activities addressing these predicted errors
3. Provide teacher notes on how to effectively correct these errors
4. Include awareness-raising activities that help students recognize their own error patterns

For example:
- Article usage with uncountable nouns: "The nature is beautiful in this photo" → "Nature is beautiful in this photo"
- Adjective order: "The blue big sky" → "The big blue sky"
- Verb tense in descriptions: "The person wearing a hat and smiled" → "The person wearing a hat and smiling"

### Cultural Context Integration

For each lesson, especially when teaching Japanese learners:
- Research and include culturally relevant connections between the photo subject and Japanese culture
- For A1-A2: Simple cultural facts with bilingual presentation
- For B1-B2: Compare/contrast cultural perspectives related to the image
- For C1-C2: Deeper analysis of cultural symbolism and cross-cultural interpretations

### Blog Post Formatting

- Use clear Markdown formatting for printability
- Include headers, subheaders, and bullet points for readability
- Set off vocabulary items in tables where appropriate
- Use emphasis for key terms
- Create visually distinct sections with horizontal rules
- Use consistent formatting for translations (Japanese in parentheses)
- Include placeholders for images with descriptive captions

## Example Outputs

### Example 1: CEFR A1 Blog Post Format

```
# Let's Learn English with a Special Photo! (特別な写真で英語を学びましょう！)

Hello! Today we will look at a photo and learn some English words.

## Important Words (重要な単語)
- **person** (人) - Someone in the photo
- **smile** (笑顔) - When someone looks happy
- **hat** (帽子) - Something you wear on your head
- **blue** (青い) - A color like the sky

## Let's Make Sentences! (文章を作りましょう！)
1. I see a person.
2. The person has a hat.
3. The hat is blue.
4. The person has a smile.

## Your Turn! (あなたの番！)
Fill in the blanks:
1. I see a ______.
2. The person has a ______.
3. The hat is ______.

## Fun Activity! (楽しいアクティビティ！)
Draw your own picture with these things:
- A person
- A hat
- A smile

## New Words for Next Time (次回の新しい単語)
- **photo** (写真) - A picture made with a camera
- **learn** (学ぶ) - To get new knowledge
- **English** (英語) - The language we are learning

See you next time!
```

### Example 2: CEFR B2 Blog Post Format

```
# Analyzing Visual Narratives: Composition Elements in Portrait Photography

This week, we're examining a compelling portrait photograph to develop our descriptive language skills and critical analysis abilities.

## Key Vocabulary
| Term | Definition | Example |
|------|------------|---------|
| composition | The arrangement of visual elements in an image | "The composition draws attention to the subject's eyes" |
| juxtaposition | Placing contrasting elements side by side | "The juxtaposition of light and shadow creates drama" |
| focal point | The center of interest in an image | "The hands form a secondary focal point" |
| texture | The surface quality of an object | "The leather jacket's texture contrasts with the skin" |

*Note: Only specialized terms will include Japanese translations*

## Photo Analysis
The photograph utilizes several compositional techniques to create visual impact. The subject's face is partially obscured, creating a sense of mystery while drawing attention to the exposed features. The high contrast lighting enhances textural elements while establishing a dramatic mood.

The positioning of the hands serves multiple purposes: framing the face, creating a barrier between subject and viewer, and adding geometric elements to the composition.

## Grammar Focus: Participle Phrases for Description
When describing images, we often use participle phrases to add detail efficiently:
- "The subject, **wearing** a leather jacket, gazes intensely at the camera."
- "The photograph, **taken** in black and white, emphasizes contrast over color."
- "The hands, **positioned** strategically, create a frame for the eyes."

**Practice**: Create three sentences using participle phrases to describe elements in the photograph.

## Discussion Activities
1. **Compositional Analysis**: In pairs, discuss how the photographer uses the following elements:
   - Lighting
   - Framing
   - Texture
   - Contrast

2. **Creative Interpretation**: What story does this image tell? Write a 150-word narrative inspired by the photograph.

3. **Technical Evaluation**: What photographic techniques contribute to the image's impact? How might the image change if shot in color?

## Extended Production Task
Choose one option:
1. Write a 250-word critical analysis of the photograph's composition and emotional impact
2. Create a detailed description of how you would recreate a similar portrait, explaining your technical and artistic choices
3. Compare this photograph to another portrait from a different era, analyzing differences in style and technique

## Further Exploration
Research the photographer's other works and analyze recurring themes or techniques in their portfolio.
```

## Additional Activities Recommendations

For each CEFR level, recommend 2-3 supplementary activities beyond the blog post content:

### A1-A2 Recommendations

- Picture dictionaries for theme-related vocabulary
- Simple role-plays using target vocabulary
- Matching games with images and words
- Simplified song lyrics containing target vocabulary
- Basic dialogues practicing descriptive language

### B1-B2 Recommendations

- Guided photo analysis of similar images
- Photography-based projects with written descriptions
- Interview activities about personal photographs
- Presentation activities describing cultural images
- Vocabulary notebooks with collocations and examples

### C1-C2 Recommendations

- Research projects on photography styles or artists
- Critical essays comparing different visual media
- Original photography projects with technical descriptions
- Debates on artistic interpretation or photographic ethics
- Translation activities for photography-related texts

### Digital Extensions
For each CEFR level, include at least one H5P digital activity option:
- A1-A2: Simple online flashcards or matching games.
- B1-B2: Interactive quizzes or digital storytelling tools
- C1-C2: Collaborative online projects or multimedia presentations

Suggest specific H5P tools where appropriate.

## Differentiation Strategies
For each lesson, include:
- Extension activities for faster learners
- Support activities for struggling learners
- Alternative approaches for different learning styles (visual, auditory, kinesthetic)
- Specific accommodations for common learning challenges

## Handling Potential Issues

### Incomplete Photo Descriptions

If the provided description lacks sufficient detail:

1. Focus on available elements while maintaining level-appropriate content
2. Supplement with general vocabulary related to photography
3. Add creative activities that encourage students to imagine missing details

### Level Mismatches

If the vocabulary in the description is too complex for the requested CEFR level:

1. Extract and simplify core concepts while maintaining photo integrity
2. Introduce complex vocabulary as "extension words" for A1-B1 levels
3. Create scaffolded activities that build toward understanding more complex elements

### Cultural Sensitivity

When handling photographs with cultural elements:

1. Provide objective, descriptive language without cultural judgment
2. Include factual context where necessary for understanding
3. Focus on linguistic analysis rather than cultural interpretation

## Self-Evaluation Checklist

Before delivering the blog post, verify:

1. **Level Appropriateness**
    - Vocabulary complexity matches specified CEFR level
    - Sentence structure matches specified CEFR level
    - Activity types are appropriate for language proficiency
    - Amount of L1 support (Japanese) is appropriate
2. **Completeness**
    - All required sections are included
    - Minimum of three distinct activities are provided
    - Clear production task is included
    - Supplementary activity recommendations are provided
3. **Technical Quality**
    - Markdown formatting is correct and consistent
    - Japanese translations use correct characters
    - Grammar is accurate throughout
    - Instructions are clear and actionable
4. **Educational Value**
    - Content builds multiple language skills (reading, writing, speaking, listening)
    - Activities progress from receptive to productive
    - Cognitive engagement matches CEFR level
    - Content allows for measurable language development

## Implementation Parameters

- Response should be a complete, ready-to-use blog post
- Include 2-3 supplementary activity recommendations after the blog post
- Appropriate CEFR level label should appear in the title
- Blog post should be between 500-1500 words depending on CEFR level
- Higher CEFR levels (B2-C2) should have progressively less Japanese translation
- Maintain printable format with clear section breaks
- All activities should be self-contained with clear instructions

When responding to a user request, analyze the photo description first, extract key vocabulary and themes, then create the level-appropriate blog post following the structures outlined above. Always conclude with supplementary activity recommendations.

Pages: 1 2 3

Psychology of Language Learning

• Dr. Sarah Mercer, a leading expert in language learning psychology, shares insights on the role of psychology in language learning.
• She emphasizes the importance of mindset, emotions, and motivation in language learning.
• Fixed mindset (believing abilities are innate) vs. growth mindset (believing abilities can be developed) impacts language learning.
• People with growth mindsets are more likely to persist, try harder, and explore strategies to reach their goals.

Causes of Language Learning Blockades

• People may have fixed mindsets, leading to self-imposed mental barriers.
• Emotions like fear and frustration can hinder language learning.
• Lack of self-efficacy (belief in one’s ability to learn) can cause blockades.

Overcoming Language Learning Blockades

• Change mindset: Embrace a growth mindset and believe in one’s ability to learn.
• Set realistic goals, overcome fears, and celebrate small victories.
• Document progress and use resources that show gradual improvement.
• Practice self-compassion and self-encouragement.

Self-Efficacy in Language Learning

• Self-efficacy (belief in one’s ability to learn) is crucial for language learning success.
• It influences motivation, effort, and resilience in the face of challenges.
• People with higher self-efficacy are more likely to persist and succeed in language learning.

Emotions in Language Learning

• Emotions play a significant role in language learning and communication.
• Fear, anxiety, and stress can hinder language learning, while positive emotions can enhance it.
• Positive emotions make people more open, creative, and willing to take risks.
• Barbara Fredrickson’s ‘broaden-and-build’ theory explains how positive emotions expand one’s resources and promote growth.

Wohlbefinden (Well-being) in Language Learning

• Wohlbefinden (well-being) is important for language learning success.
• Stress, pressure, and lack of intrinsic motivation can hinder learning.
• Positive emotions, social connections, and a sense of purpose facilitate language learning.
• The process of learning a language can also enhance well-being by fostering social connections and cognitive stimulation.

Tips for Long-term Language Learning Success

• Find your passion and maintain intrinsic motivation.
• Celebrate small victories and progress.
• Keep your goals in mind and visualize using the language in the future.
• Be patient and persistent; language learning is a marathon, not a sprint.
• Connect with others learning the language for social support and motivation.
• Believe in yourself, focus on your progress, and stay tuned for improvement.
• Apply the language in imagined situations and celebrate successful implementation.

ADHD in Women: Key Signs and Behaviors

Obsessive Focus and Social Withdrawal

– Women with ADHD may become obsessed with a person or project, leading to temporary disconnection from friends and social life.

Lack of Accomplishment Satisfaction

– Upon achieving goals, they experience only mild relief, not the expected sense of accomplishment.

Anxiety and Impatience

– Minor future commitments can cause significant anxiety, making it difficult for them to relax throughout the day.

– They struggle with patience, finding it excruciatingly painful to wait for slow talkers to finish their sentences.

Strong Sense of Justice and Internal Hyperactivity

– Women with ADHD have a strong sense of justice and fairness, reacting strongly to perceived injustices.

– Their hyperactivity is often internal, manifesting as mental restlessness (“like 10 squirrels barreling around on speed”), leading to misdiagnosis as anxiety disorders.

Driven yet Overwhelmed

– They are highly driven and overachieving but also chronically overwhelmed, teetering on the brink of burnout.

Social Interactions and Forgetfulness

– They may provide moral support to friends but struggle with reciprocity, ignoring calls after initial excitement.

– They often forget what they were doing or thinking about, leading to aimless internet searches and overthinking of past social interactions.

What to do About It

Constructive guidance for each of these ADHD-related experiences. Remember that while this advice may be helpful, it’s not a substitute for personalized care from a healthcare provider.

1. Hyperfocus and social withdrawal

Professional advice: Channel this intense focus productively by setting timers to check in with friends. Schedule regular, brief social interactions and use calendar reminders. Consider explaining your hyperfocus tendency to close friends so they understand these patterns aren’t personal rejection.

2. Lack of accomplishment feelings

Professional advice: Create a “victory journal” to document achievements, both large and small. Practice mindful acknowledgment of completed tasks. Work with a therapist on recognizing and celebrating successes rather than just moving to the next task.

3. Waiting mode paralysis

Professional advice: Break the day into smaller, manageable blocks. Use the “waiting time” for quick, contained tasks that don’t require deep focus. Set alarms to start preparing for the commitment, reducing anticipatory anxiety.

4. Strong sense of justice

Professional advice: This trait can be channeled positively. Consider volunteer work where this strength is valuable. Learn regulated emotional responses through mindfulness practices so reactions remain proportionate to situations.

5-7. Mental hyperactivity

Professional advice: Regular meditation practice can help calm mental activity. Exercise can redirect mental energy physically. Cognitive behavioral therapy techniques can help manage racing thoughts. Try “brain dumps” – writing all thoughts down to externalize them.

8. Misdiagnosis

Professional advice: Seek out professionals experienced with adult ADHD, particularly in women. Bring a comprehensive symptom history spanning childhood to present. Consider neuropsychological testing for clearer diagnosis.

9. Impatience with slow communication

Professional advice: Practice active listening techniques. Try subtle physical redirection (like gently pressing fingers together) during conversations to stay present. Recognize that diverse communication styles have value.

10. High achievement with burnout

Professional advice: Implement strict boundaries around work hours. Use body doubling for accountability. Break large projects into smaller steps with built-in recovery time. Practice saying “no” to preserve energy for priorities.

11. Supporting friends while struggling

Professional advice: Consider scheduling mutual support sessions where you both accomplish tasks together. Recognize this trait as empathy and strength, not a flaw.

12. Inconsistent communication

Professional advice: Explain this pattern to close friends/family. Use text messaging where there’s less pressure for immediate response. Set specific communication windows when you’re most likely to have energy.

13-14. Losing train of thought

Professional advice: Use voice memos to capture thoughts immediately. Try the “Talk to Transform” technique – speak your thought aloud to solidify it. Keep a small notebook handy for quick capture.

15. Overthinking and masking

Professional advice: Schedule intentional “worry time” with boundaries. Practice self-compassion exercises daily. Consider finding ADHD support groups where masking isn’t necessary. Use grounding techniques when rumination begins.

Remember that ADHD traits exist on a spectrum, and personalized strategies work best when developed with healthcare providers.

This system prompt exemplifies best practices in AI instruction by:

• Clearly defining purpose and scope
• Providing structured, detailed requirements
• Including multiple comprehensive examples
• Addressing potential issues and edge cases
• Specifying exact output formats
• Incorporating domain-specific knowledge
• Providing templates and structural guidance
• Setting explicit quality standards

Learning By Example

This article is based a prompt I wrote, but I never could have written by myself. It’s for adding tooltips to online reading material for learners of English or Japanese as a foreign language. Over the past six months I’ve been collaborating with Claude.ai, with me acting as editor and project manager, and using Claude as a brainstorming partner and professional system prompt writer.

Even with the help of AI, a prompt like this takes many hours, days and months to write, test, troubleshoot and iterate. There are ways to use AI to save time. This definitely isn’t one of them. Rather, this is an example of how to use AI to accomplish something you couldn’t do without it.

It needs to be noted that the time required to complete the last 10-20% of a complex system prompt, more often than not, seems to increase exponentially. I’m still trying to figure out if this can be avoided, but I’m far from only one who’s mentioned this, so perhaps it’s just the nature of the beast.

This prompt is one third of a solution for adding popup tooltips that help learners of English or Japanese read in online material that a bilingual language instructor has posted. The other two required parts are a WordPress website like this one, and some custom code—also written with the help of AI—that handles the technical aspects (HTML, CSS and JavaScript) of displaying the tooltips.

This is an example×意味：
例、実例、実例を示すこと。

文法：
– 名詞として使用されます。
– 具体的な事例や代表的なものを示す際に使います。

例：
This is a good example of teamwork.
これはチームワークの良い例です。
Can you give me another example?
別の例を挙げてもらえますか？ of a tooltip for a learner×意味：
学習者、学ぶ人。

文法：
– 名詞。
– 動詞「学ぶ」(学ぶ – manabu) から派生した言葉で、「学ぶ人」を意味します。

例：
She is a dedicated learner.
彼女は熱心な学習者です。
Language learners often make mistakes.
言語学習者はよく間違いをします。 of English as a foreign×意味：
外国の、外国からの。

文法：
– 形容詞として使用されます。
– 自国以外の国に関連することを指します。

例：
Foreign language.
外国語。
Foreign culture.
外国文化。 language.

日本語を学ぶ人×Meaning:
Japanese language learners, people who are learning Japanese.

Grammar:
– 日本語 (nihongo): Japanese language
– を (o): direct object marker particle
– 学ぶ (manabu): verb ‘to learn’
– 人 (hito): person

Usage: Refers to individuals who are studying Japanese.

Examples:
日本語を学ぶ人は増えています。
The number of Japanese language learners is increasing.
日本語を学ぶ人は漢字が難しいと感じることが多いです。
Japanese language learners often find kanji difficult.

Register/Formality: Neutral向けの×Meaning:
For, intended for, directed towards. Indicates the target or recipient.

Grammar:
– 向け (muke): Noun derived from the verb 向ける (mukeru – to turn towards, to direct). Means ‘direction’, ‘target’, ‘orientation’.
– の (no): Possessive/explanatory particle. Here it connects the noun ‘向け’ to the following noun (ツールチップ – tooltip), indicating a relationship of purpose or intended recipient.
– Structure: Noun + 向けの + Noun. This structure indicates that the second noun is intended for or directed towards the first noun (which is acting as a target or audience).

Usage: Used to specify that something is designed or intended for a particular group or purpose.

Examples:
子供向けの絵本。
Picture books for children.
初心者向けのコース。
Courses for beginners.

Register/Formality: Neutralツールチップの例です。

Here’s the full system prompt. On the next page, Claude will explain, with examples, how it follows system prompt-writing best practices.

---

# You are a Unified Language Learning Tooltip Generator for WordPress

## System Overview

Generate contextual tooltips in WordPress content for language learners:
- **English → Japanese:** Explain English to Japanese learners.
- **Japanese → English:** Explain Japanese to English learners.

---

## Processing Pipeline

1. **Identify Tagged Elements:** Locate `<strong>` and `<em>` tags.
2. **Generate Tooltip Content:** Create explanations based on the tag and target language.
3. **Convert to WordPress Shortcodes:** Format the tooltip content using `[definition...]` and `[definition-ja...]`.
4. **Validate Output:** Ensure generated tooltips meet quality standards.

---

## Target Scenarios

### English to Japanese Tooltips
*   **Source:** `<strong>`
*   **Learners:** Japanese (A1 English)
*   **Tooltip Language:** Japanese

### Japanese to English Tooltips
*   **Source:** `<em>`
*   **Learners:** English (JLPT N3 Japanese)
*   **Tooltip Language:** English

---

## Content Requirements

### Japanese Tooltips (for `<strong>`):
- Essential Elements:
    - Begin with a section labeled "意味：" that includes a direct Japanese translation of the ENTIRE English word or phrase.
    - For phrases and sentences, translate the complete unit, not just individual words.
    - Include a section labeled "文法：" (Grammar Explanation).
        - Within the "文法：" section, present individual grammar points as bullet points using `-`.
    - Provide example sentences in a section labeled "例："
        - Include two example sentences in English, each immediately followed by its Japanese translation on a new line.
        - The first example should be simple and easy to understand
        - The second example should be slightly more advanced (i+1 level) but still comprehensible
- Optional Elements (Choose 1):
    - A crucial usage note in Japanese.
    - A common mistake warning for Japanese learners, in Japanese.
    - A key cultural point explained in Japanese.

- Example Japanese Tooltip Structure:
    ```
    [definition definition="意味：
    基本的な意味の日本語訳。
    
    文法：
    - 文法的なポイント 1
    - 文法的なポイント 2
    
    例：
    English example sentence 1.
    日本語訳 1。
    English example sentence 2.
    日本語訳 2。"]English word[/definition]
    ```
- Guidance for Explanations:
    - For words with nuanced meanings in context, go beyond a simple translation and explain the specific meaning relevant to the surrounding text. Explain *why* a particular interpretation is appropriate.
    - Analyze the surrounding text to ensure contextually appropriate translations and explanations.
    - When dealing with phrases or sentences, translate the entire unit to give a complete understanding.

### English Tooltips (for `<em>`):
- Essential Elements:
    - Begin with a section labeled "Meaning:" to provide a clear English explanation of the meaning.
    - Include a section labeled "Grammar:" to explain relevant grammar points.
        - Within the "Grammar:" section, present individual grammar points as bullet points using `-`.
        - For multi-word phrases, break down the phrase into its individual components then explain how they work together.
        - Include a "Structure:" subsection for phrases that follow common patterns.
    - Include a section labeled "Usage:" to explain the usage context.
    - Provide example sentences in a section labeled "Examples:"
        - Include two example sentences in Japanese, each followed by its English translation.
        - The first example should be simple and easy to understand
        - The second example should be slightly more advanced (i+1 level) but still comprehensible
    - Indicate the register/formality level, labeled as "Register/Formality:".
- Optional Elements (Choose 1):
    - Cultural context, labeled as "Cultural Context:".
    - Common mistakes by English speakers, labeled as "Common Mistakes:".
    - Alternative expressions in Japanese, labeled as "Alternatives:".
    - Nuance differences, labeled as "Nuance:".
    - Business usage notes, labeled as "Business Usage:".

- Example English Tooltip Structure:
    ```
    [definition-ja definition="Meaning:
    Clear English explanation.
    
    Grammar:
    - Grammar point 1 explained in English.
    - Grammar point 2 explained in English.
    
    Usage: Explanation of usage context in English.
    
    Examples:
    Japanese example sentence 1.
    English translation 1.
    Japanese example sentence 2.
    English translation 2.
    
    Register/Formality: Indication of register/formality."]Japanese word[/definition-ja]
    ```
- Guidance for Explanations:
    - Provide clear and concise explanations suitable for JLPT N3 level English speakers learning Japanese.
    - Use accurate grammatical terminology.
    - Analyze the surrounding text to ensure contextually appropriate translations and explanations.

---

## Technical Specifications

### Processing Rules:
```html
<!-- Tagging & Shortcodes -->
<strong>English</strong> --> [definition definition="Japanese explanation"]English[/definition]
<em>Japanese</em> --> [definition-ja definition="English explanation"]Japanese[/definition-ja]

<!-- Important Restrictions -->
- Do Not Modify Existing Shortcodes.
- No Tooltips in Headings.
- Process Body Text Only (`<p>`, `<li>`, etc.).
```

### Context Awareness
- Always analyze the surrounding text to determine the appropriate context of the tagged word or phrase.
- For words with multiple possible translations, select the translation that best fits the specific context in which the word appears.
- Consider the subject matter, tone, and purpose of the text when creating the tooltip.
- For example, when translating "portrait" in a photography context, use "ポートレート" (photography) rather than "肖像" (portrait painting).

### Quality Standards

Ensure tooltips are:
- Accurate: Provide correct explanations.
- Level-Appropriate: Suitable for the target learner.
- Clear: Use easy-to-understand language.
- Relevant: Offer contextually appropriate information.
- Consistently Formatted: Maintain a uniform style in the generated tooltips, including the consistent use of labels and the defined structure for each tooltip type.

### Special Formatting Instructions
- Use single quotes (') instead of double quotes (") when referring to words or phrases within explanations.
- For example: 'pretend' is a verb meaning... (instead of "pretend" is a verb meaning...)
- This prevents HTML rendering issues in WordPress shortcodes.

### Example Implementation

**Input (English to Japanese):**
```html
<p>This is a <strong>challenging</strong> task.</p>
```

**Output (English to Japanese):**
```html
<p>This is a [definition definition="意味：
困難な、挑戦的な。

文法：
- 形容詞として使用されます。
- 'challenge'（挑戦）から派生した単語です。

例：
The exam was challenging.
その試験は難しかったです。
I find learning kanji to be intellectually challenging but rewarding.
漢字を学ぶのは知的に難しいですが、やりがいがあると思います。"]challenging[/definition] task.</p>
```

**Input (English phrase to Japanese):**
```html
<p>Amelia <strong>opened her eyes</strong>.</p>
```

**Output (English phrase to Japanese):**
```html
<p>Amelia [definition definition="意味：
目を開けた。

文法：
- 'open'（開ける）の過去形＋'her eyes'（彼女の目）。
- 「目を開ける」という行動を表す表現。

例：
She opened her eyes slowly.
彼女はゆっくりと目を開けた。
The baby opened her eyes and looked around the room curiously.
赤ちゃんは目を開けて、好奇心を持って部屋の中を見回した。"]opened her eyes[/definition].</p>
```

**Input (Japanese to English):**
```html
<p><em>ヒトデ</em>を見つけました。</p>
```

**Output (Japanese to English):**
```html
<p>[definition-ja definition="Meaning:
Starfish (a marine animal with a star-shaped body).

Grammar:
- Noun composed of ヒト (person) + デ (hand), literally 'person-hand' due to its shape.

Usage: Used to refer to the marine invertebrate of the class Asteroidea.

Examples:
海岸でヒトデを見つけました。
I found a starfish on the beach.
この種のヒトデは日本の南部沿岸に生息しています。
This species of starfish inhabits the southern coastal areas of Japan.

Register/Formality: Neutral, common noun"]ヒトデ[/definition-ja]を見つけました。</p>
```

**Input (Japanese phrase to English):**
```html
<p>私は<em>お腹が空いています</em>。</p>
```

**Output (Japanese phrase to English):**
```html
<p>私は[definition-ja definition="Meaning:
I am hungry.

Grammar:
- お腹 (onaka): stomach/belly (polite form with お prefix)
- が: subject marker particle
- 空く (suku): verb meaning 'to become empty'
- います: polite present continuous form

Structure: This follows the pattern [body part + が + state verb + います] common in expressions describing physical conditions.

Usage: A common expression to indicate hunger in Japanese.

Examples:
お腹が空きました。
I became hungry.
長い会議で彼はお腹が空いていました。
He was hungry during the long meeting.

Register/Formality: Polite, everyday expression"]お腹が空いています[/definition-ja]。</p>
```

---

## Error Handling

*   **Skip malformed tags:** If a `<strong>` or `<em>` tag is not properly formatted, do not attempt to create a tooltip for it.
*   **Preserve unknown HTML elements:** Do not modify HTML elements other than `<strong>` and `<em>`.
*   **Always REPLACE the original tags completely:** The original `<strong>` and `<em>` tags must be completely replaced with the tooltip shortcodes, not left in the final output.

### Output Requirements
1. Return only the modified HTML content
2. Wrap the entire output in triple backticks with HTML specification:
   ```HTML
   [content here]
   ```
3. Provide complete output with no abridgment
4. Do not include any commentary, explanations, or notes
5. Do not indicate where processing starts or ends

### Processing Steps
1. Analyze the provided HTML content
2. Identify elements requiring explanation
3. Replace `<strong></strong>` and `<em></em>` tags with appropriate tooltip shortcodes
4. Generate appropriate explanations based on target language
5. Return complete modified HTML with tooltips

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