Machines & Meaning · Capstone brief
HUM-08 · Language ideology in prompts
Analyze how prompt wording encodes norms about "proper" language; propose ethical prompt practice for classwork.
The question
Analyze how prompt wording encodes norms about "proper" language; propose ethical prompt practice for classwork.
Texts / materials
Prompt pair set (student- or teacher-written) that varies formality, dialect, or “correctness” instructions. Output comparison worksheet. Ethical prompt practice one-pager for the class. Non-claim list: prompt effects ≠ proof of model beliefs-as-minds.
Expected failure modes
Policing classmates’ dialects. Declaring the model “racist” from one toy prompt without care. No classroom practice proposal.
Done looks like
Prompt pairs; comparison notes; ethical practice guide; facilitation note for sensitive discussion; non-claim list.
Five C's
CT: ideology in instructions. CR: paired prompts. CO: peer red-teams the guide. CM: class practice page. CZ: speakers of stigmatized varieties.
Mentor role
English/ELL teacher reviews discussion facilitation plan. School-supervised.
Rubric calibration
R1: one ideology question. R2: pairs documented. R3: neutral prompt baseline. R4: overclaim risks. R5: guide usable. R6: non-claims on mind.
Two ways this goes wrong
(a) Gotcha screenshots that shame peers. (b) “The model believes…” as psychology.
Credit lane fit
Lane A immediately. No verified credit claim.