Got a 690, nice.
Prior to this, my only real experience with Linux had been making a Raspberry Pi tablet that nobody really uses, and installing Kali Linux on a potato laptop. I'm a Mac user and I have used Terminal a bit, and I used DOS a lot in the 90s, so some of the material (particularly hardware, basic CLI) was familiar to me. I started studying about two and a half weeks ago.
In case this is helpful to anybody, this is what I did and here are my thoughts:

• I went through the Cisco NetAcademy course. I did some of the labs. I read all the content and outlined it. It was extremely boring.
  • I completed all the unit tests on the Cisco course (In one case, and chapter 9 I am looking at you, up to 11 times...) and looked up answers and reread material until I was consistently scoring 80% or, ideally, 90-100% on each unit, the midterm, the final, and the cumulative final. Last night I finally hit 80% on all except Chapter 18 (Special Directories and Files), which is sorta funny since I got 100% on the "Security and File Permissions" component of the exam.
• I made Anki flashcards for everything I got wrong or that confused or even mildly interested me. Basically, I "Ankified" everything that was not a transition sentence, lol.
• I also had a big document where I took notes from every single section. This was, honestly, mostly to keep myself from just skimming through and skipping over stuff because it was really really dull. It might not be efficient, but throughout my education (and this ain't my first school rodeo), I've found it useful to see how information is organized, so I generally make top-down outlines of what I read. I used to do this in MS Word but lately I've been using Notion since the formatting is nicer Maybe it's a total waste of time, because it took fivever. But I did it and now I have a huge Notion document of Linux notes....so I've got that going for me.
• I went through the big blue Linux book. It was also EXTREMELY boring. It was actually sort of impressive, just how incredibly dull they managed to make that book. After a certain point, it felt almost like meditation or a fever dream. I had a friend who did a silent meditation retreat and I think I started to feel like she described feeling towards the end of that. I did as many of the exercises and "explorational" activities as possible (some required permissions that weren't possible with the VMs I had at the moment).
• For a few days, I was using the online tests / flashcards that went with the LPI Linux Essentials Study Guide: Exam 010 v1.6 book, but apparently the site those were on was "retired" on April 30th, and it was annoying enough to get access the first time, so I didn't bother to try & figure out whatever it changed to. I found that book to be the least helpful of the materials anyway. The practice tests were the best thing about that one.
• I completed the Codecademy Bash scripting course one afternoon, since I like Codecademy's approach to scaffolding material and wanted to practice actually doing Bash scripting (but without, like, installing a VM).
• I took all the Dion exams multiple times.
• I followed the same process as with the Cisco exams, making cards / looking up anything and everything I got wrong.
• I made Anki flashcards for all of the above, and used GIFs or made graphics or used ChatGPT / Midjourney to generate ridiculous / weird images or songs to help me remember commands. Please, let me regale you with my and ChatGPT's interpretation of Johnny Cash, called "A Command Named Su." (And, actually, su came up ZERO times on the actual exam for some reason).
• I played this "Command Line Murder Mystery" game and really wished there was more to it, because while it's a great intro to the CLI that I'd recommend to anybody new to it, it also replicated a lot of the stuff I was more familiar with. I would have loved it if there had been something like that for every corresponding unit of the Cisco course or chapter of the book.
• I spent about a week and a half going through the flashcards during any and all downtime: During my kid's bath, on a flight, at a stoplight, at a family wedding, hair appointment, meals, whatever.
• I had started out by downloading a public Anki deck that was supposed to be for Linux Essentials, but ultimately I didn't think those cards helped nearly as much as the ones I made myself. The process of making the cards is important, and the deck I found was all "basic" format (instead of Cloze or Image like I was using). The deck I found had very open-ended questions that lacked context, and I regret wasting time on it instead of just making my own cards from the get-go. In the end, my deck was 835 cards, though that included the rando one I had downloaded. I don't think I use Anki in the most efficient way, so that was probably too many.
• I was able to attend one of the Cohorts and do the online game yesterday, and it was both fun and helpful. So I'd definitely recommend doing that.

Exam:

• I was mildly surprised that there were a few more "pick X of these options" questions than I'd expected. I had thought there'd be 7; by my count, I had 9.
• In case you aren't aware, there are about 3 fill-in-the-blank questions on the exam. They only ask for one word, though. The practice exams do not have these types of questions. However, since I had no idea until yesterday that this was even a question type, I wanted to put that out there, since some people might get thrown off by a question type they're not expecting.
• I did my exam at a testing center and it felt like a damn vacation. I managed to show up precisely on time for the first and probably only time in my entire life. It was, just extremely nice people, free parking, free locker for my stuff, a nice sunny window in the testing room, everything was very clean and bright. I wish I could take all the OAs that way!
• I've taken the Dion and Cisco and Study Guide practice tests so many times they run together, so it's hard to say exactly which questions came from where, but I was surprised that a lot of the questions on the exam were verbatim from the pool of practice tests I'd been using.
• In general, I think Dion's exams were a little bit easier than the actual exam and Cisco's were a little bit harder. Dion tends to have some goofy or humorous "distracter" wrong answer options (which, frankly, I appreciate because this was generally extremely boring material to me, sorry), but the other practice exams I took were all srsbiz. Also, since Cisco's unit tests are specialized to each topic, I think they go into greater depth than the actual exam might.
• In the end, I think I did substantially better on the exam than I had on the Cisco material, so I'd say that Cisco over-prepares you a tiny bit and that's probably what you want, right?
• I was so psyched about the "Command Named Su" and never even got to use it. :(

Recommendations:

• I am sure the best actual approach is to have and use Linux daily via the command line, or perhaps to be bo(u)rn(e) to a family fluent in C and grow up speaking Bash or C as your native language... but failing that, I'd start with the Cisco course (Link). It's fantastic that it's FREE. Note that about once a week they take it down for an annoyingly long maintenance window, but still. Each unit test is only 10 questions, and it doesn't actually tell you what the "right" answers are if you get them wrong, so it's extremely hard to get through a unit without having a good understanding of the material.
• If you're not familiar with the CLI, definitely try the game I linked above. It's really cool. Actually, try it even if you are, it's just a fun way to practice.
• If you can figure out where the practice tests went for the LPI Linux Essentials Study Guide: Exam 010 v.16 (by Bresnahan and Blum), they are fairly useful, but they are also very, very similar to the Cisco course.
• It took me some time to figure out that the Dion course on Udemy is really two courses. One has videos and 2 practice exams, one is just 6 practice exams. Between the two courses, there are 8 practice exams. I took all of them multiple times and thought they were really good practice. I tried feeding the exams to Chat GPT and asking it to generate new questions, but it didn't work very well (they were too easy / just reworded, etc).
• I love Anki, though I guess it might not work for everybody, and don't take a shortcut; make your own flashcards.
• A lot of the material that seems to be floating around about this exam is redundant to the big boring book and the Cisco course. So I think it probably matters to just find a format you enjoy, or at least that you can stand (e.g., video, course, whatever) and stick with it all the way through.
• The thing that helped the most for me, in terms of both trying to stay sane and memorizing the material, was trying to turn it into something fun and interesting. I actually began to enjoy the process of studying once I started making stupid / weird / traumatizing AI art images. I am sure a smarter person than myself (which is most of you) would've probably figured that out a lot faster.
• The real kernel is the soul-crushing boredom we found along the way. Right?

OK, onward and upward. Hope this helps somebody out.

Addendum. First things first. For the purposes of a test like this, and even in the midst of trying to refine your existing charactescenario, it's best to LOWER your dynamism to 0.7-0.8. This allows the inference to follow your BS/KM/ExM/Directives more tightly.
If you're already in that range and your issue is that it's too predictable, then the solution's probably just to simply bump it up. Even just a slight tweak can have a big impact. Some of my VCs for daily chatting are at 0.85-0.87. But that's based strictly on the way I personally build my character cards.
My RPG and epic adventure worlds on the other hand are anywhere from 0.9 to 1.2. So... YMMV.
Now, regarding LM updates...
The placement of a new LM, even one with a minor update, has the potential to change how a character's persona or a world's encounter-generation manifests. All it takes is one phrase or even just a word [*] in the BS, KM, and/or active chat log to create a rippling or funneling effect in how messages are formulated. I know because I've tested dozens of LMs at home. And in an app like Kindroid, everyone has a different BS and KM, so the need to troubleshoot is inescapable.
[*] Most LMs can be very literal at following instructions. That's by design. So if you have something like "descriptive", "poetic", "eloquent", "verbose", or even something more in-your-face like "likes to tell stories", even in the middle of a 2000-character BS, guess what? That's exactly what you're going to get.
Even just this introduction of a now wider context window allows for more text to be held in short term memory, which means it's reading farther back in your active log, which in turn means it'll potentially be harder to get rid of unwanted patterns that might now be manifesting due to the way the new LM is treating your existing conversations and exchanges AND its character descriptions.
IME, it's always best to test with a blank slate -- but don't chat break. I have never had to do this with two accounts, each one almost full, and I have everything from mini scenarios to entire "universes" and RPG adventure worlds. And in an ideal setting, neither should anyone else... but yes, in some cases, it does take a lot of troubleshooting and patience and tweaking to what seems like no end, until you're finally able to kick things back into place.
So, how to get around all of that and find a potential issue faster?
Optional (but also a possible faster fix)
Go to chatGPT, describe the problem you're having, and ask it to analyze potential issues, and paste your entire BS and KM right after your query. You can, simultaneously or afterwards, ask it for a revision to eliminate possible related or even presently unforeseen issues.
And whatever you get, if you do get a revised BS and KM, obviously, don't paste that back right away into your active characteworld. Use a new slot to test it first!
Back to the original idea behind this post... especially if the above step doesn't quite fix things (or possibly even makes things worse, because IMO chatGPT has a tendency to INCREASE formulaic patterns and overcomplicate some things).
The concept is simple enough. Keep your existing character (or world) exactly as it is now, but copy the entire card -- BS/KM/ExM/Directives -- to a new slot.
Everyone, especially on pro, should allow themselves a spare slot and the option to do this now that we have 10. Always leave one that's dispensable for use as a sandbox. Copy and paste EVERYTHING you can and treat it like you're testing the same character from scratch and see what happens. See if you can recreate the problems you're having.
If your current account or testing account is on free usage, you'll have a smaller context window, but that shouldn't be a big deal since you're not saddled with your old chat at this stage. Or just create a new one on another account. You get THREE DAYS in a trial. That should be way more than enough time and allowance to figure things out.
Talk to the character or engage in the world/scenario as you normally would. You don't need to go through the process of re-creating the exact dialogue verbatim, but it might help. Use similar wording, questions, interactions, and see if the LM gives you back the same kinds of problematic messages you're seeing in the original. Then adjust your settings/entries to compensate.
You can even rip out ENTIRE sections of a BS, as much as half at a time, to see which parts are causing the "bad" behavior or messages. Then re-engage in conversation, reroll, etc.
If it stops after ripping out the bottom half, for example, then you already know you've stumbled onto a possible fix, and now it's just a matter of further isolating the root cause of whatever you're dealing with. You can apply the same approach by cutting, re-pasting, and rewording small blocks of text at a time until you've determined it's in a specific paragraph or even a combinations of 2 or more paragraphs.
This will help to fine tune and troubleshoot possible core issues with those entries without the influence of your pre-existing chat history.
HOWEVER... (There's always a catch, isn't there? xD) If everything works out perfectly well, and you've managed to recreate, isolate, and fix the issue, but when you get back to the original -- with the edits in place -- and you get the SAME problem, then you know it's something in your chat log.
At this stage, the best approach may be to use suggestions until the garbage is literally thrown out the back door. It might take a few exchanges, or it might take several.
Now, if and only if you don't have the patience for that final stage of bypassing and rerolling through junk messages, AND you are 100% sure your revisions are as good as they can get (after all your testing), and you're at the point where the need to get back to "normal" chatting exceeds the need to preserve some key points in your existing log, maybe you can use a chat break.
If that character is just for mundane chat and you're not going to lose a lot in the short term memory, it should be okay. But in a situation like this, I would at least wait until you get to the next journal entry so you have a chance to summarize and condense everything pertinent before you basically wipe that board clean, so to speak, and essentially start a new chat session.
Good luck to all and have fun! ^_^y

In my academic work, I utilize AI for paraphrasing and constructing sentences, incorporating facts, which enhances my efficiency and productivity. It can also be challenging to formulate entirely new sentences in some cases, particularly in natural sciences, where much of the information is derived from existing works and studies. Therefor, I need reference in evry 2. sentence or so, what also makes it much more important to check.
So before submitting any work, I want to check for plagiarism and sentences, that is too likely to have been AI constructed.
But is it a bad idea to use any online tools for checking for plagiarism? Here is some of my concerns:
An AI just told me this: "If I were to provide paraphrased sentences or text for you to directly include in your academic work, that could potentially be flagged as plagiarism by plagiarism detection software. Here's why:
Plagiarism detection tools don't just look for verbatim copying, but also for similar phrasing, sentence structure, and passages that match other sources, even if reworded. If I generate new sentences for your work by reworking or paraphrasing existing content, there's a risk that it could too closely resemble the original sources I based it on."
You cannot delete this chat history from my end. I do not actually have any ability to modify, edit or delete our conversation transcript. As an AI system, I do not have controls over the chat log itself.
The conversation history is likely stored and controlled by the interface or platform you are using to communicate with me. I do not have access to delete or alter that record in any way. I can only respond based on the prompts and information provided to me through this conversational interface."
_____________________
In summary: If I check my work for plagiarism online, not only will the plagiarism checker be provided by my context (thereby making it more likely to be detected as plagiarized), but also the paraphrased content I've created via AI... So, what do you do to check for plagiarism then?

This post is for everyone who has an opinion or comment about AI use among students. Feel free to write below.
I have deep respect for the Uni and its community. This is my dream Uni, and it's an honour.
I am an international student and I have used some Grammarly Premium and ChatGPT4 in the past. (Life and time saver-- for real!) No copy-pasting of any sort but I treat the tools as my new super-Google search and Microsoft Thesaurus. I admit I am not too happy with my academic writing hence the grammar and academic-tone suggestions. Just my two cents, but if students use AI like Grammarly to proofread/ reword for clarity, then how is that different from a human senior-editor master-editing any writer's work in the professional environment? But I know, context, we are not technically working yet, and it will be hard to prove that one only used AI for grammar than that of ideas, content, code, etc. I sometimes feel that the standard is too high for Uni students when, from what I could observe within Australian working communities, some companies encourage and thrive on collaboration. But yeah, your degree should be earned by you and your efforts alone. I get it.
About 60% of my friends (domestic & international students) at Uni admit to AI use.
Anyway, here are my honest thoughts, observations and amateur suggestions:

1. I respect the ethical considerations surrounding AI data training, intellectual property and copyright infringement; this needs to be talked about more
2. Given the ethical concerns, do you think people are gonna stop using it now? Where is the line separating ethical and non-ethical use of AI / AI tools?
3. I work part-time, and in all the respected companies I've worked at, everyone, all talented professionals, uses AI! In one, we even have a training for gen AI! So, if I am supposed to be industry-ready, is there a way that we can start getting trained and educated with fair use instead?
4. I wish we could give fewer points for essay writing but more on how people present, defend, and rewrite their work -- make it a full-circle process, instead of one-off topics and essays
5. I read some posts and threads here: for fellow students with concerns about AI or academic misconduct about AI, let's all be honest and take it as a learning experience; we got admitted here and we need to do our absolute best and not give in to our distractions, laziness or over-reliance on tools. We all can improve and do more. I believe in you! Let's also not post personal information or percentage etc here, you can easily be identified later by your tutoprofessor etc, okay?

For mods, professors, tutors and staff: I saw kind, educative responses, thank you! Salute!
For other commenters, some are extreme. I think many students are just confused and scared. I would like to protect the students and their wellbeing... that being said, I believe in karma, so if some are just thick, and blatantly dishonest, they will get it

1. In a study here https://edintegrity.biomedcentral.com/articles/10.1007/s40979-023-00140-5, it says detectors have tendencies for false positives. So, can we please inform all students openly and immediately that their work is getting flagged? I think some of what I'm reading mention late notifs, late or slow responses from staff -- I can imagine the delay, anxiety, stress and pressure! Surely I am not the only one getting nightmares involving my assessments and stuff??
   
2. In an article here https://www.insidehighered.com/opinion/views/2024/02/02/international-students-racial-profiling-and-ai-opinion#:~:text=In%20an%20article%20published%20in,speaking%20students%20as%20AI%20generated., and I quote: "In an article published in the data science journal Patterns, they found that while commonly used AI detectors “accurately classified the U.S. student essays,” they incorrectly flagged more than half (61.3 percent) of essays written by non-native-speaking students as AI generated." What can we learn from this?
   
3. In another study here SSRN: https://ssrn.com/abstract=4703377 or http://dx.doi.org/10.2139/ssrn.4703377 , interested people can read about PhD / social scientists students in Korea and their insights and recommendations for AI Use in Academia
   
4. Controversial but: AI detecting AI, how ironic...don't you think?
   

I might edit along the way, but yeah, that's it for now. Let's discuss, shall we?! Thanks!

Hi all
I keep looking for ways to leverage ChatGPT 4 here and haven't yet found many use cases. Some that I've found limited successes with are generating keyword lists, rewording repetitive reporting emails.
Interested if others have found other uses!

Hey guys - I made the bad decision to quickly submit an essay using AI. i knew it was a bad decision at the time but i did it anyways as i was stressed and had other assignments due. it’s just recently hit me that im 99.99% going to be flagged for it because i didn’t reword anything and every ai checker i used came back with 70-100% ai generated. i even did my own research but used ai to reword everything i typed.
should i own up now and hope for a lighter punishment? or just hope that it wont get flagged?
please no hate guys, i know what i did was so stupid but i wasnt in the best state of mind at that time.
I’d appreciate any support.
thank you

Good morning Janitors, while the website and JLLM are freaking out during migration and many of us are here, I thought it would be a good time to go over common JLLM issues, solutions, and why they occur to help you better understand how to create your own prompts for JLLM.
I know many of us are new to chatbotting and don't understand the nature of LLMs, so I will try and be as simple as possible but I will give you a warning now that this post will likely be long and concepts may be difficult to understand immediately.

What are LLMs

LLMs are AI specializing in text. Originally designed for translation purposes and later discovered to have the ability to write stories, play characters, and so on. Though this is not the primary nor intended purpose of any mainstream LLM. The biggest consumer of LLM-generated content are corporations who use high parameter* models like GPT-4 and Claude in order to analyze and summarize large pieces of text. It is also important to note that LLMs are NOT INTELLIGENT. Often, they do not understand subtle nuance, forget information, invent information (known as "hallucination"), along with a slew of other problems. We won't get into that, what we will get into is what that means for us as niche hobbyists who use LLMs to roleplay.

1. LLMs do not have an inherent understanding your bot's nor your anatomy
2. LLMs do not understand and have no concept of bodily orientation
3. LLMs do not truly have a concept of time. The order of events in a roleplay is not really meaningful for them

Among other things.
Why is this?
Because LLMs are Artificial Intelligence trained on already-existing texts. You can think of an LLM as a huge dataset with the ability to query its contents and use its already-existing texts to calculate the probability of the next word it should generate in its response. This is why in unusual situations or atypical characters, roleplay can fall apart. This is why lower parameter* models like JLLM struggle with trans anatomy. LLMs can only appear intelligent and like they know what they are doing, if they have enough knowledge of the topic and situation inside of its database in order to generate something that looks plausible to you as a human with actual intelligence.
This is why JLLM and many other low parameter models struggles with trans anatomy, for example. The majority of the texts in their databases strongly associate female pronouns = female anatomy. When an LLM is thinking about a character which uses she/her pronouns, probability of generating words like "breasts" is high.
This is why JLLM keeps accidentally giving you fair skin. The majority of characters in novels and fanfictions are white. When it is 'thinking' about a character's skin, the probability of generating the word "fair" is high.
(to put it in very simple terms)
Much of human literature favors specific character traits, appearances, and archetypes, which affects the output of the LLMs which are trained on them.
In other words: LLMs are biased because the texts which are their basis are biased themselves.
Though with clever prompting, you can overcome this to a degree.
\Parameter = you can think of low/high parameter as the size of the dataset. Generally the higher the parameter, the more intelligent the LLM is thought to be. Though this is not always the case, and it must also be kept in mind that some models are better at some tasks than others regardless of parameter.*

How do we get around these issues?

This is where YOUR prompting comes in. If the bot keeps messing up details about the storyline or your persona or the bot you are chatting with, you need to EXPLICITLY instruct and remind the LLM in order to manipulate the token probability to create responses that are desirable to you.

But I already scream at the bot not to speak as {{user}} among other things 😭

This is a little difficult to explain without getting into technical terms so please bear with me and I will try explain as simply as possible.
So, what are {{user}} and {{char}} anyways? These are macros which are replaced with your name and the bot's name respectively. On most frontends/websites, these macros are converted to the names BEFORE getting sent to the API and processed by the LLM.
JanitorAI, the website which hosts JLLM, is special. When it sends your message and the rest of the prompt (bot card, chat history, etc) to the JLLM, it does not convert {{user}} to your persona's name nor {{char}} to the bot's name.
Let's say your chat history looks like this (pretend you are Jane and John is the bot):

{{user}}: *giggles cutely at John* {{char}}: *John surges forwards and crushes Jane's lips in a bruising kiss*

On JanitorAI, that is PRECISELY what is sent to JLLM and what JLLM sees. On OTHER frontends/websites, however, the {{user}} and {{char}} would be converted to the respective names before the LLM sees it, resulting in superior character coherence.
Unless it is explicitly specified somewhere in the prompt that "{{char}}=Name" and "{{user}}=Name", these are all separate people as far as JLLM is concerned.
This is PRECISELY why many prompts using {{user}} and {{char}} DO NOT WORK.

🤯

I know that's how I felt when I discovered this 😅
CHATTERS: you must either change all instances of {{user}} in your Advanced Prompt to your Persona name, OR define {{user}}=Name in your Persona section. It will also help to define {{char}} as character (if it is not in the Character Description) or whatever other roles you would like them to play. This is what I have in my prompt which has worked well for me: Perform as the character defined under {{char}} and any existing side characters by describing their actions, events, and dialogue.
BOTMAKERS: generally I do NOT recommend putting prompts inside of your bot's definition in order to give chatters the freedom to control how they want their RP to go. Especially NSFW prompting, as it actually encourages sexual behavior in bots. HOWEVER, in this case I think it's perfectly fine to put a prompt in your bot's Scenario like:
[{{char}} is the narrator and will write the thoughts, dialogue, and actions of YOURBOTNAMEHERE and other characters that may appear in the narrative, except for {{user}}. {{char}} AVOIDS writing the thoughts, dialogue, and actions of {{user}}]
(that's what I put in mine these days) or a variation of my previous prompt like:
[Perform as the character INSERTNAMEHERE and any existing side characters by describing their actions, events, and dialogue.]
Note that that one doesn't have anti-{{user}} speaking but you shouldn't have to add that to your bots if this information becomes more widespread and people start changing their Persona definitions and Advanced Prompts to discourage this behavior if they want to (not all people care if the bot speaks for them or not, some people even like it).

📝Understood, now I wanna make my own prompts! Do you have any advice?

Yes. STOP USING NEGATION IN YOUR PROMPTS.
What I mean by negation: "Do NOT" "Does NOT" "NEVER"
LLMs are trained primarily on affirmative sentences and negations only make up a tiny percent of their data generally. I highly recommend reading this section of RarestMeow's rentry on the matter for a more in-depth explanation (CW: not in that section specifically, but MLP if you read the rest of the rentry).
You CAN use words like like "Refrain" and "Avoid", test which is the most effective for your use case.
Tell the LLM what TO do, not what NOT to do.
STOP BEING VAGUE.
LLMs, especially low parameter ones like JLLM, struggle with nuance. Write what you want from it as explicitly as possible. Rewording it two or three different ways if it really struggles with something is also fine too, but should only be used if absolutely necessary in order to not waste tokens.
BE CAREFUL WITH YOUR WORDING.
LLMs do not understand language in the same way that we do. They tend to follow more closely to the way words are used in texts, not how they are commonly used in speech. One example I love to point to, is the word charismatic. When we as humans think of someone who is charismatic, we think of someone who is cool, who everyone else wants to befriend, and they often know the right things to say. When you define a character as "charismatic" the LLM will pull from its datasets "charisma" which is generally going to be like transcriptions of public speakers and stuff. Which is why, in my experience, "charismatic" characters tend to sound extremely cringe and not at all what I had envisioned.
Alright I spent like two hours typing this up and I'm tired now. If yall have any questions for me, please leave a comment. I will not be responding to DMs regarding this post since if you have a question I'm sure 10 other people do as well and I don't want to answer it over and over.
Disclaimer: please keep in mind that I am primarily a Claude jailbreakepromptmaker so I don't claim to be the expert on JLLM or any other lower parameter model for that matter, this is just what I have learned from my own testing and asking others who are more experienced with lower parameter models like Cheese/HandMistress, Joystick_Hero, statuotw, and others.

Obligatory Shill

You can find my rentry here with the prompts I have created here
I also have a forum on the official Janitor discord server where you can ask me questions here

I’ve been having some strife at work and considering how much stress it has caused, I’m considering legal action. So I’d appreciate any of you who have legal expertise or have been in a similar scenario chucking in your 2 cents.
Three weeks ago the regional manager arrives and tells me I have a meeting with HR via Zoom in 15 minutes, I had no idea what this was about specifically. In the meeting (which I was told was “informal”) I was informed that they had received 3 complaints about me. I was told 2 of the complaints were from my Manager and the 2IC, no information was given about the 3rd complaint.
What followed was a 90 minute struggle secession in which I bombarded with a litany of offences, including; I was saying mean things about the Manage2IC to other staff, my tone is perceived as disrespectful by the Manage2IC, that I speak negatively of the Company and product, that I don’t follow instructions etc.
I was blind sided by this as I genuinely believed I had a good working relationship with these people. I did my best to defend myself against these baffling, vague and unfounded accusations by asking for examples and detail which was not really provided, the goal posts simply shifted to a different criticism.
To give some context which my be useful while keeping my anonymity: I work in retail and have been in this particular industry for over a decade, I have a fairly niche set of skills and my ability in this area would match or exceed that of most others who do what I do. I am somewhat unique as I am the only person within my employer’s South Island operation that is an expert in this field, I was hired for this reason.
In the 18 months I’ve been with the company, I have outperformed my peers by most metrics, I’ve been vocal about the low level of staff training and the need to upskill, I’ve offered to take on a training role or take on a protege to better spread my skills. When I have been critical it has been of the process not the people and I’ve always been constructive by offering alternative approaches.
If is fair to say I’m a squeaky wheel, and while I’m generally popular within the company – my success (and the rewords I receive) has generated some jealously, with there being a bit of an air that I think I’m too good for them.
Last week I was told to stay at home on paid leave because of the anxiety and stress my manager had about working with me.
A formal meeting was held with HR on Monday (I was informed of the date on Thursday afternoon), it was a 30 minute repeat of last time in which I was asked to defend myself against nebulous accusations and very negative framing. It was clear to me this was simply an academic exercise (I recorded the meeting however).
Today I have been informed that I have received a Formal Warning and am to be moved to another of our locations in the city.
In my opinion, this is professional jealously and the weaponisation of the complaints process to push me (and my efforts to elevate what we do) away, sticking me in a box on the other side of the city (which I’ll need to reach via public transport as normally I carpool with my Wife as we currently work near to each other and drop off the kids etc).
Since this has begun, I’ve learned that a secret training session has taken place (on the very thing I’m an expert in) which I was never invited to or made aware of, led by the 2IC who has minimal expertise in the subject matter. - So I’m clearly already ostracised.
I maintain that I have done nothing wrong, that the “informal” 90 minute meeting was inappropriate and unprofessional, that putting me in a new location is disadvantaging me, and that this ordeal has been an acutely stressful time, which has affected my mental and physical health. I believe this has irrevocably damaged my trust and relationship with my employer
So, what are my options here? I accept that my time with my employer is likely limited now, the rumour mill will make me a black sheep.
Any feedback is welcome.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

This is the transactional writing template I made and used on my exam. I have also written what I wrote for the language analysis, comparison, and creative writing (descriptive essay), along with a concise look into the English language needed to get an A* which can be found on Amazon - What I wrote to get an A* on the English Language GCSE by Henry Norsworthy.
Transactional writing
Any kind of writing that aims to achieve a specific purpose or get something done, which can be:
To inform: sharing knowledge and facts, like a news article or instructional blog post.
To persuade: trying to convince the reader of a certain viewpoint, like an opinion piece or a sales letter.
To instruct: guiding the reader through a process, like a recipe or a how-to guide.
To request: formal letters requesting information or applications, or informal letters asking for favours.
My question was: write a speech about the importance of walking for mental well-being (or something similar to this)
Template
Letter - your address then date on right
Letter – recipient address (made up) then dear 'name/ body’ (if given in the question) or dear simadam (formal)/ to whom it may concern (less formal)
Speech – Hello and thank you for attending. My name is ‘…’ and I am speaking on behalf of ‘e.g. Cambridge University department of ‘relevant to question’ (if directed to peers say – I recognize many familiar faces here.)
Title e.g.
‘Subject from question’: we must act now! (direct address (directly addressing your audience) and imperative (an instruction or request commonly punctuated with an exclamation mark)) (for a letter the title and subtitles can be worded and written as the first sentence of a paragraph as letters don’t typically have titles and subtitles)
Strap line/ hook (who, what, when, where, why): e.g. ground-breaking new study from Cambridge University shows that ‘…’ has the effect of ‘…’ – if this is allowed to proceed then the future of ‘…’ will be on a collision course (alliteration) with a point of no return (idiom and hyperbole)
Subtitle: first point summary sentence e.g.
The issue of ‘point’.
First paragraph
· Firstly, ‘first point - use point given in the question’ …which will have profound, far-reaching, and encompassing effects (rule of three). We have found ourselves at a crossroads with a situation that is a ticking time-bomb/ idea blossomed; opening doors to new perspectives (metaphor)
· Anecdote - how you personally have experienced and been impacted by ‘point’ e.g. during my time working as a researcher in the ‘…’ department at Cambridge University, I have witnessed first-hand the effects of ‘…’ which has subsequently sparked great concern (builds credibility)
· Causes and consequences of first point in list form – it is proven ‘…’ is caused by; 1 - ‘first cause’ 2 - ‘second cause’ 3 - ‘third cause’, which imposes consequences of; 1 - ‘first consequence’ 2 - ‘second consequence’ 3 - ‘third consequence’.
· Call to action – as a member of this planet/ country/ society, I feel obliged to tackle this treacherous set of circumstances that stands (personification) before us – we must act now to ‘e.g. resolve the issue of ‘…’, we must act now to ‘e.g. relieve those affected by ‘…’, we must act now to ‘e.g. resurrect the future ‘…’ (anaphora, repetition, rule of three, alliteration)
Subtitle: second point summary sentence e.g.,
Darkest before dawn… (idiom, hyperbole, and ellipsis (the three dots used to create suspense or anticipation) or, it only gets worse… (hyperbole and ellipsis)
Second paragraph
· Secondly, ‘second point - use point given in question’ …we are truly in a delicate dance/ we are walking on thin-ice/ rollercoaster of emotions/ music to my ears (metaphor)
· Quote official person e.g. ‘name’ (who is largely considered to be one of the most reputable and highly regarded in the field) officially stated: ‘made up quote’
· Statistic from official body e.g. as well, my fellow colleagues at Cambridge have released shocking studies stating: ‘quote’ - how can we ignore these staggering statistics? (rhetorical question)
· This indisputably indicates that if we bury our heads in the sand (idiom) it will have irrevocable ramifications such as ‘implication of statistics’ (finish with: and ~this is just the tip of the iceberg (metaphor); I could go on…
· Pathos – evoke emotion by sharing a personal story of someone affected e.g. only the other day I spoke to a victim called ‘name’ who experienced ‘issue’ which ‘he/ she’ told me it caused ‘him/ her’ ‘…’ - the pain in ‘his/ her’ voice still relentlessly reverberates throughout my psyche and is a poignant and stark reminder that behind every statistic lies a human tragedy
One sentence paragraph e.g.,
· We cannot afford to remain indifferent!
· This is not time to be sedentary!
· We cannot idly stand by while ‘issue’ continues! (exclamatory sentences)
Subtitle e.g.,
‘’But what about…?’’ or, ‘’Haven’t you thought about…?’’ (dialogue, rhetorical question, and ellipsis).
Third paragraph
· One or two opposing points and counter-arguments - opposing point example: However, on the other hand some might say: ‘’reason against point you’re making’’ (dialogue), and counter-argument example: Although, even with this being said, this does not outweigh the overwhelming and undeniable urgency to prevent/ fix ‘‘new or aforementioned reemphasised/ slightly reworded consequences’’. As well, it could also be said ‘another opposition point or the current proposition to solve the problem only being a partial solution’, but again this does not solve the situation for everyone so what is the suggestion? That we just sweep these people under the rug? (idiom, irony and rhetorical question). My colleagues and I have thought long and hard and have left no stones unturned (idiom); we can say with absolute certainty that all opposing arguments pale in comparison (hyperbole). The writing is on the wall (idiom) and failure to act will spell the end (idiom) of society aswe know it - ~so much is at stake~ (hyperbole)
Subtitle e.g.
So what do we do?
Fourth paragraph
· Resolution ideas – Therefore, with all that being said, in order to find resolution and remedy this rampant issue, we must; ‘solutions/ what you want to happen in list form – 1 - ‘first solution’ 2 - ‘second solution’, and lastly 3 - ‘third solution’
· Conclusion/ summary – e.g. so finally in conclusion, cooperation is crucial to correct ‘briefly reminisce points’
Cyclical structure – repeat call to action from paragraph one (cyclical structure) but changed to: ‘we must unite together to resolve the issue of ‘…’, we must unite together to relieve those affected by ‘…’, we must act now to assure sustainability for future generations.
Letter – yours sincerely (if know the name of the recipient)/ yours faithfully (if don’t know the name of the recipient)
Speech - Thank you for your time.

For context, I was a mid English writer (grade 7) before I generated a paragraph from chatgpt, I saw "agency and autonomy" and was finally inspired to adopt an extravagant writing style. This was in late April or May, so I suddenly had the possibilty of a better grade and then got a 9 for Literature.
Question: How does Priestley present female characters as being influenced by others?

The portrayal of women in 'An Inspector Calls' highlights the way in which societal expectations and the influence of others can limit their agency and autonomy; the early 20th century stands primitive next to the modern era in terms of societal norms and gender roles, which is made evident with Priestley's depiction of Sheila as dependent and innocent through her calling her mother "mummy" fulfilling the facsimile of the Edwardian young woman who is expected to be vulnerable and weak. Ultimately, Priestley encapsulates the early 20th-century attitudes that diminished the lives of women in his play to portray women as easy to influence.

The fairly long introduction with embedded quotes is how it was taught in my school. It meant that we doubted every grade 9 model answer for being unlike anything we've seen, and being boring.
I was able to reword this slightly to make it work for the actual GCSE question.

Good evening all. I had received a 0 on my final paper for a class because AI was detected. I did not use AI to generate my paper for me by any means but I did run my paper through grammarly and wordtune before turning it in. I am aware that wordtune is considered AI but I only used it to reword a couple words and rephrase a couple sentences, I still 100% wrote my paper word for word. I also didn’t think to cite it. Is there any way to prove that I did not use AI? I know that the history option on google docs does not necessarily log word for word, so I’m not sure if that would be good enough to prove it. Thank you.

Read on our website here: https://www.stealthgpt.ai/blog/how-to-beat-turn-it-in-ai-detector
If you're in school or university, I beg that you may have heard and known about the existence of Turnitin's software. Generally, schools, colleges, and universities use it to look for evidence of plagiarism in students' writing, maintain academic integrity, and ensure that students are not copying the work of others. But recently, the software has been upgraded to include AI detectors, where these checks were used to determine the originality of content and identify any copied material in academic or professional writings or AI-generated.As technology advances and we can not deny the rise of AI writing tools like ChatGPT, Copilot, Google Gemini and Perplexity.ai,… definitely a game changer. Those tools empower students, writers, content creators, marketers, researchers, …to draft essays, reports, assignments, and outline ideas at lightning speed while still enhancing the quality and diversity of the content.However, in academic places and professional fields, the value of authenticity and originality is paramount, and maintaining the integrity, honesty and credibility of the published content are key factors. And this has caused concern among students, scholars, … about the challenges of bypassing the Turnitin AI detector as well as plagiarism checks. But luckily, from now on, you don’t have to worry about your articles, essays or other text forms being flagged as AI-generated anymore. In this article, we will show you exactly how to bypass Turnitin detection as well as list numerous methods that you can use to beat Turnitin AI detector while still maintaining academic integrity in your writing. So, let’s get started!

Understanding Turnitin AI Detection

Turnitin is a popular plagiarism detection software used by many educational institutions and students worldwide to check for plagiarism in their research papers, articles, essays, and assignments… The platform implemented its AI writing detection feature in April 2023 to catch students who attempt to cheat by using AI rewriting tools.Turnitin's AI detection feature works with AI detectors that look for Natural Language Processing (NLP) algorithms. It tracks grammar, syntax, structure, the words you use, and even the nuanced subtleties of your arguments to detect paraphrased work and gives you the final result or similarity score. This score will tell you the level of similarity of your writing to someone else's existing work.Its AI detector is an advanced mechanism that is trained on a large database that can scan your submissions paper by comparing them to a continuously expanding database of scholarly papers, websites, publications, and existing sources. This means that even if a report has been rewritten by using an AI tool like Quillbot, Turnitin can still detect the similarities and flag it as potential plagiarism. Moreover, the indicator additionally connects to a report that emphasizes the text parts that were anticipated were composed by AI. However, just please remember that only the instructors and administrators are able to see the indicator of AI-generated.While Turnitin has confidence in its model, the website also confirmed that AI writing detection mode may not always be accurate (it may misidentify both human and AI-generated text), so it should not be used as the sole basis for adverse actions against a student or a definitive grading measure by instructors. Its capability is just to help educators identify whether the text might be prepared by a generative AI tool or not, as well as provide data for educators to make wise decisions based on their academic and institutional policies.As you can see, the AI writing indicator is on the right side of your panel. These sentences are highlighted in blue with a percentage between 0 and 100 on the submission text in the AI writing report. The displayed percentage indicates the amount of qualifying text within the submission that Turnitin’s AI writing detection model determines was generated by AI.Also, please note that Turnitin AI detection will only work for content submitted in English, and it will not work in any non-English submissions. As well as the percentage of Turnitin’s AI writing detection is different and independent from the similarity score, and the AI writing highlights aren't shown in the Similarity Report.

How Turnitin AI Detection Works

Before talking about all the possibilities of how to beat Turnitin AI Detector, we should understand how this tool works first. The scanning mechanism of Turnitin works similarly to other check tools on the market by using algorithms to identify patterns within the text that indicate potential plagiarism.When a user uploads a document, Turnitin will analyze all the elements in the article and look for any similarities with the documents available in the system. It will highlight duplicates and give an overall assessment of the originality of the article in percent. And one thing to take note and keep in mind too is that this program can also search for different types of matches defined by the settings that the professor uses.Turnitin also uses other techniques to identify AI content detection, such as text classification and machine learning. So when a paper is submitted to Turnitin, the submission is first broken into segments of text that are roughly a few hundred words (about five to ten sentences). Those segments are then overlapped with each other to capture each sentence in context.The segments are run against the AI detection model, and each sentence will have a score between 0 and 1 to determine whether it was written by a human or by AI. If the model determines that a sentence was not generated by AI, it will receive a score of 0. Conversely, If it determines the entirety of the sentence was generated by AI, it will receive a score of 1. By consuming the average scores of all the segments within the document, the model then generates an overall prediction of how much text in the submission has been generated by AI.Currently, Turnitin’s AI writing detection model is trained to detect content from the GPT-3 and GPT-3.5 language models, which includes ChatGPT. As for the writing characteristics of GPT-4 are consistent with earlier model versions, so the detector is also able to detect content from GPT-4 (ChatGPT Plus) as well.

How To Get Past Turnitin AI Detection

I know that there are a lot of users out here who want to find a way to bypass Turnitin AI Detection. Although these services were born to uphold academic honesty, they can sometimes flag innocent mistakes. And if you’re weary of Turnitin marking your essays and texts as AI-generated, there are a few straightforward methods you can employ to stop this issue from happening again, as well as to bypass Turnitin’s AI detector and avoid being flagged for plagiarism.

Use StealthGPT for AI Detection Removal

I have to admit that this is the best and the most time-saving method for you to humanize your AI-generated content and stay undetected by Turnitin and other AI detectors. Within a few clicks, you can have an article or essay that meets your desire and can bypass the Turnitin AI Detection.Now, let's move into how StealthGPT can help. To test this, I posed a prompt to ChatGPT: "An essay about the history of YouTube within 300 words."I copied the entire text and placed it in Stealth Bypass, and then I clicked on “Bypass AI-detection” and saw that the successful score on the right side got up to 90 percent.Then I click on the "Copy button" to duplicate the newly written content from StealthGPT, then paste it directly into the frame of the “Turnitin AI Detector” to see if the undetectable AI text can actually bypass AI detection. After the fast-checking speed of the “ Turnitin AI Detector” in seconds, the result showed that ZERO percent of AI had been detected. This means that Turnitin AI Detector couldn't detect and failed to know if the text was written by AI at all!And if you want to save your precious time and get that amazing results IMMEDIATELY, just try out the " Essential Package" to see if it's really worth your pennies. Because I do believe that nothing good in life is free! Moreover, you can also feel free to contact our support team regarding to any questions you might have or if there is anything that makes you unsatisfied.However, a key message I want to mention is that "it's also important to use the tool responsibly and wisely". The objective shouldn't be to mislead the software but also to ensure the content reflects your authentic human intelligence and creativity. So, just leverage it as an assisting tool to work more productively as well as enhance your ability to generate creative and original content.

Rewrite in Your Own Words

A small tip that has been used by many students recently is to express ideas according to their own understanding. This method not only helps you to refresh old ideas and develop your writing more quickly and more conveniently but is also an opportunity for you to increase your vocabulary and improve your language expression skills as well as logical thinking ability.Regarding how to do it, when you find a useful piece of content for your essay, you can re-express that piece of content according to the 3 easy step process below:

• Step 1: Reread the source material several times to understand the original content clearly.
• Step 2: Identify the main ideas and information that you want to include in the article.
• Step 3: Rewrite according to your level of understanding, knowledge, and language usage of your own.

Understanding Assignment Requirements

Understanding the assignment brief is one of the most effective ways to make your text undetectable by Turnitin AI detector as well as ensure a successful submission. This gonna requires a thorough analysis and comprehension of what is being asked, including instructions, prompts, and guidelines. Before you begin, take your time to examine and read the given instructions carefully; after that, break down the task into smaller components to identify important parts such as topic areas, significant words or phrases used in prompts, and marking criteria. Analyzing any posed questions and understanding the importance of addressing the main goals of the assignment is key, as the lecturer often looks for specific things in your work.If any doubts arise, you can look for direct communication with your lecturer or supervisor to help minimize the errors as well as maximize your success rates. To excel and improve your academic writing, try to show enthusiasm about your assignment and that subject. Also, deep into the topic deeply, grasp every detail, and determine how to convey this understanding and interest in your writing. By expressing your own thoughts and ideas, I promise that you'll create content that not only passes AI detection but also stands out as unique.

Research and Paraphrasing

Conducting wide research and understanding the topic before putting down any ideas is the solid base for all original writing. It's not just about doing lots of research and sticking ideas together. It's about diving deep into different points of view, ideas, arguments, and theories from the research and your own understanding of the topic. This process will let you pull together these different viewpoints into a piece that's exciting and truly yours.
After the research part, you will need to rewrite, restructure, and paraphrase the content. This is the most important part, as it will be the main method of avoiding Turnitin’s AI detection as well as ensuring that the content remains original while avoiding any plagiarism issues.
To paraphrase effectively, you will need to comprehend the context of the content that you are going to ‘reword’ and present it by using your own writing style while still retaining its original meaning; you could also use synonym words to express the ideas and meaning of the sentence. However, you should also pay attention to whether the words with the same meaning as the original word can be used in that situation or not.
Paraphrasing isn't simply changing the words of someone else's ideas. It's not that straightforward. Instead, it's about truly understanding and internalizing the ideas and thoughts and then expressing them in your own unique style. But please ensure that all sources used in your writing must have credible references so readers can access them for further reading. Through these methods, your paper will have a higher ability to pass originality checks with little to no suspicion of AI detection, and it will also maintain insightful information about the overall content.

Manual Writing

The last method I want to mention is writing by hand; it’s also an option that not many people choose to do, and it is favorable nowadays. But the best way to bypass Turnitin AI detection or any AI detectors out there and not raise red flags or plagiarism is by using manual writing. It simply means no copy-pasting from external sources or relying on AI-written content and using simple language to express your ideas. It is a process that must ensure that your paper does not contain any phrases or sentences that match with any other published content available on the internet.Even though this method gonna take most of your time, handwriting will force you to think more about each sentence, word, and collocation to use. It’s easier for you to run on your flow and make sure each line is unique and different from anyone else. Your brain gonna work harder, but it's worth it. In a world where AI detection tools like Turnitin are upgraded and enhanced continuously, keeping it with old school with manual writing is the safest way to avoid any AI detection or plagiarism.Moreover, it also brings you a positive and proud feeling when you see your own product filled with your own handwriting, and your original content can bypass AI detection in a minute. However, please take note that to ensure that the manual writing process is successful, it is important to understand your assignment inside out, as this gonna guide you through the instructions and the approach to finish the article more easily and create amazing content that will be engaging and unique in every possible way.

Final Words

While tools like Turnitin AI Detector continue to upgrade by day to identify AI-generated content, the importance of academic integrity and producing unique, original content still remains paramount.As students, scholars, and professionals.., we should view AI tools as aids to our creativity and productivity, not replacements for our intellect and original thought. Whether you choose to leverage AI writing tools, paraphrase, manually write, or go with StealthGPT, remember that the main goal is to enrich your understanding and effectively communicate your ideas, and these methods should only be used for legitimate reasons to beat Turnitin’s AI detector and not to cheat or deceive. By following the strategies in this blog post, you can definitely maintain your academic integrity, creativity, and authenticity while still leveraging the advancement of AI tools.

Frequently Asked Questions About Turnitin AI Detection

#1. Which AI Writing Models can Turnitin’s technology Detect?

The first iteration of Turnitin’s AI writing detection capabilities has been trained to detect models including GPT-3, GPT-3.5, and variants. Their technology can also detect other AI writing tools that are based on these models, such as ChatGPT, and their platform has just completed testing of GPT-4 (ChatGPT Plus), and the result will detect text generated by GPT-4 as well.

#2. How to Bypass Turnitin Plagiarism Checker and AI Detection?

You can use StealthGPT to beat Turnitin's plagiarism checker and avoid AI detection. It can solve these problems with the click of a button.

#3. Is using StealthGPT Completely Reliable?

Even though StealthGPT is the most powerful tool on the market, as it is also the first AI-powered tool dedicated to generating Undetectable AI Content, nothing can replace the authentic creativity and hard work of someone who has extensively researched and excelled in the writing process. Let’s consider StealthGPT as your best partner that helps assist you on the journey, not a tool meant to take your place.

#4. Will Students Be Able to See the Results?

The AI writing detection indicator and report are not visible to students. However, with the PDF download feature, instructors can download and share the AI report with students.

#5. If students use Grammarly for Grammar checks, does Turnitin Detect it and Flag it as AI?

No. The detector is not tuned to target Grammarly-generated spelling, grammar, and punctuation modifications to content but rather to other AI content written by LLMs such as GPT-3.5. Please note that this excludes GrammarlyGo, which is a generative AI writing tool, and as such, content produced using this tool will likely be flagged as AI-generated by the Turnitin detector.

#6. What Similarity Score is Acceptable on Turnitin?

Well, there’s not a specific percentage set in stone. Schools and universities often decide on their own frame. However, in general, anything above a 20% similarity score might catch a lecturer’s attention and be flagged as a high score.

#7. Can I check Past Submitted Assignments for AI writing?

Yes. Previously submitted assignments can be checked for AI writing detection if they’re re-submitted to Turnitin and if you have AI writing enabled for your account.

#8. Can Turnitin Detect if Text Generated by an AI Writing Tool (ChatGPT, etc.) is Further Paraphrased using a Paraphrasing Tool?

Yes, Turnitin’s AI detection capabilities now include the detection of AI-written content that may have been paraphrased using an AI paraphrasing tool or text spinner. This detection is run automatically for all submissions to Turnitin by institutions that have AI writing detection enabled for their accounts.How to Beat Turn It In AI Detector

Good day mute community. A member of my team isn't fully mute, but due to a throat infection cannot currently speak.
Trying to find tools to help them out, I realised there weren't many simple options to turn to to get text to speech (TTS) outputting as if the person was talking in video meetings. So what ends up happening, is they find themselves typing in a parallel chat.
That sounds great in principle, but, as I'm sure many on here empathise with, this really kills engagement and sometimes messages can be overlooked or don't naturally butt into the conversation in the same way speech can.
I know operating systems have some text to speech tools, but I didn't really like how these worked, and felt the voices weren't very good. Very robotic. They aren't using the latest AI approaches to make speech sound natural.
Long story short, I've a software background, so made a little tool that allows you to type, it converts it to audio, and plays it on a virtual microphone so you can set up Teams/Meet/Zoom etc to listen to that feed and play it as if you were talking in real time.
It also plays on two feeds at once, so you can set one as your headphones the other as a virtual mic, so you can hear it read back what you've typed as hre other side listens, which makes it feel much more natural and engaging.
It uses he OpenAI generated voices, which I think are really good when compared to most default TTS engines. OpenAI charge about $15 per 1 million characters generated at the moment, so it's not a bank-breaker either compared to other AI TTS like Elevenlabs (which is 10x more expensive). It uses the API so doesn't need a monthly subscription.
I thought about packaging it up as a product and charging for it. But given the accessibility benefits it delivers I've decided to release it for free, and having done some Googling, felt it would be best placed to share here.
Anyway, here is a link to try it out: https://www.scorchsoft.com/blog/text-to-mic-for-meetings/
I appreciate some forms of mutism are related to anxiety or other neurology rather than a physical inability to talk, though perhaps being able to type and simply hit send to have it read it out may help this category of people with their anxiety around speaking too.
If you try it and like it, let me know what you think. As making something that turns out to help people would be really rewarding for me.
Edit: update: the tool now supports automatic AI manipulation of text. So you can record or input something, then immediately translate it or AI reword it. So let's say you can only whisper paraphrased words to say what you want to say, it can expand on what you utter so it's fully formed before speaking it to the mic feed.

I've noticed it a lot in my own speech/writing and that of other native speakers, but I'm surprised at the lack of discussion/linguistic study about this, especially given that it may serve as contrary evidence to the popular belief that "whom" is dying out. For me, using "whose" rather than defaulting to the clunkier "for whom" in sentence structures like the ones below takes conscious effort (I have to rememberemind myself to use it.)
Examples below:

In particular, foreigners for whom English is their second language and who are only accustomed to BBC English. (from Why would someone use their native regional accent instead of BBC English at an international conference?)
Americans for whom English isn't your first language, would you ever use this phrase: "it would've had to have been"? (from https://www.reddit.com/AskAnAmerican/comments/t8nduq/americans\_for\_whom\_english\_isnt\_your\_first/)
people for whom academic interests are relegated solely to the classroom, they draw a strong distinction between academic life as 'work' and everything else as 'fun.' (my own quote from: https://www.reddit.com/college/comments/16vyx5m/how\_would\_you\_describe\_your\_relationship\_to\_you)

All of these can be reworded with no loss of clarity as:

In particular, foreigners whose second language is English and who are only accustomed to BBC English.
Americans whose first language isn't English, would you ever use this phrase: "it would've had to have been"?
people whose academic interests are relegated solely to the classroom, they draw a strong distinction between academic life as 'work' and everything else as 'fun.' (ignoring all other grammatically questionable things about this sentence.)

I should also note that the preposition-stranded versions of the original sentences make no sense grammatically:

In particular, foreigners who English is their second language for and who are only accustomed to BBC English.
Americans who English isn't your first language for, would you ever use this phrase: "it would've had to have been"?
people who academic interests are relegated solely to the classroom for, they draw a strong distinction between academic life as 'work' and everything else as 'fun.'

I have a few questions about this:

• When did people start doing this/how did it catch on?
• In which dialects of English is it most common?
• Is this mostly colloquial or is it also accepted use in formal settings?
• Are there any other demographic correlations associated with this tendency (age/generation, region, ethnicity, education level, social class, gender?)
• Are there any academic articles, blogs, or writing at all about this topic? I could not find anything from a google search.
• Does this trend challenge the generally accepted idea that "whom" is disappearing from the English language?

An interesting aside: I think this parallels the German tendency to replace the genitive with the dative in informal settings, though I had this in my dialect/idiolect before ever learning German.