Seminar readings, discussion prompts and assessment tasks at B2 to C2
Generate materials from your own set texts for language courses at the upper levels — comprehension that asks for inference rather than recall, discussion prompts that survive a seminar, and vocabulary work on academic register.
What changes at the top of the scale
Below B2, generated material mostly needs to be correct. At C1 and C2 it needs to be interesting, which is a harder bar. A comprehension question whose answer is stated in paragraph three is not a C1 task — it’s an A2 task written in longer words.
The useful settings at this end are the ones that push the task away from recall: discussion prompts rather than closed questions, inference rather than location, and register work rather than vocabulary lists.
What holds up at this level
| Task | At B2 to C2 it should | Rather than |
|---|---|---|
| Discussion prompts | Ask students to take a position the text does not resolve | Ask what the author said |
| Comprehension | Require inference across paragraphs, or attention to hedging and stance | Locate a fact |
| Vocabulary | Contrast near-synonyms by register and connotation | Match a word to a dictionary definition |
| Cloze | Remove the discourse markers and the hedges, where the argument lives | Remove content words |
| Multiple choice | Offer options that are all defensible readings, with one best | Offer three wrong answers and one right one |
Working from your own set texts
Paste the passage you assigned and generate from it. That’s the whole workflow — the material is tied to the text your seminar is actually reading rather than to a topic that resembles it.
For content-and-language-integrated courses, this matters more than it does elsewhere: the vocabulary students need is the vocabulary of your discipline, and no general resource contains it.
An honest note on academic integrity
Material generated for a class is straightforward. Assessment is not — and it deserves saying plainly rather than being left out of a marketing page.
Generated assessment tasks are not secure. The same models your students have access to can often produce competent answers to them, particularly for discussion prompts and open comprehension. Use them for formative work, seminar preparation and practice, and treat summative assessment as a separate problem that a generation tool does not solve.
Questions people ask
Does it handle academic register?
At C1 and C2, reasonably — hedging, nominalisation and formal connectors show up where they should. It is still worth reading for the occasional slip into a conversational register mid-text.
Can I generate from a long text?
Yes, though a chapter produces more tasks than a seminar can use. Feeding it the section you want to focus on gives a sharper result than feeding it everything.
Is there anything for language-for-specific-purposes courses?
Give it a text from the field and the vocabulary you want targeted. Legal, medical and business texts all work as source material; there is no specialised mode, just your text and your word list.
Can a department buy seats?
Not currently. Pricing is per individual — $8.99 a month or $69 a year, with a free tier to try it.
Generate from this week's set text
Paste the passage your seminar is reading and see what the prompts look like.
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