D685 introduces generative artificial intelligence from the user's side of the screen.
Western Governors University describes the course as one that builds skill in writing effective prompts and holding more effective conversations with AI, and in this guidebook it sits in the Bachelor of Science in Computer Science path as a 2-competency-unit course.
The course looks easy because anyone can type a question into a chatbot. The difficulty is showing method: why a prompt was written the way it was, how you judged the output, and what you changed afterwards. Students who only paste in results, without explaining their reasoning, tend to struggle with this kind of course.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D685 |
| Level | Undergraduate, computer science |
| Size | 2 competency units in the WGU guidebook |
| Subject area | Generative AI, prompt engineering, evaluating AI output |
| Assessment | Set by WGU in your course page; check it before you plan |
What D685 Covers
WGU's program guidebook lists three competencies for the course, plus a first step of agreeing a plan with your instructor:
| Competency (summarized) | What it means in practice |
|---|---|
| Create effective prompts | Choosing the right scope, specificity and context so the AI returns targeted information |
| Evaluate prompts against research outcomes | Comparing versions and judging which gives deeper, better analytical results |
| Evaluate images, text and sound in a prompt | Adjusting the medium and content so the output is relevant |
The guidebook also says the course explores why prompt engineering is necessary and builds prompt fluency, meaning confidence in using prompts well whatever your background.
Key Concepts Explained
Scope, Specificity and Context
Scope is how much ground the prompt covers. Specificity is how exactly you describe the task. Context is the background the AI needs: who the audience is, what you already know and what the output is for.
Weak prompt: "Tell me about databases."
Stronger prompt: "I am a second-year computer science student. Compare relational and document databases in a table covering structure, query style and one typical use case each. Keep it under 200 words."
The second states audience, format, limits and purpose, so you can judge the answer against clear criteria.
Testing and Iteration
A prompt is a draft. Run it, read the output critically, change one element at a time and run it again. Changing one variable at a time lets you say which change caused which improvement, which is exactly the reasoning an evaluator wants to see.
Checking the Output
AI output can be fluent and wrong. Check facts against reliable sources and note any gaps or invented details. Recording how you checked is part of showing competence.
Typical Assignments and How to Approach Them
The guidebook does not list assessment names, so the table below describes the kinds of work these competencies point to. Always follow your own task instructions.
| Work type | What it tests | How to approach it |
|---|---|---|
| Prompt design task | Scope, specificity, context | State your goal first, then show each prompt version |
| Comparison of prompt versions | Judging efficacy | Use the same criteria for every output and record them |
| Multi-medium prompt | Handling images, text, sound | Explain what you changed to fix irrelevant output |
| Reflection or analysis | Reasoning behind choices | Link every change to an observed problem |
A Competency-by-Competency Study Approach
Take the competencies in order, because each builds on the one before.
- Creating prompts. Write three versions of one prompt: broad, specific and context-rich. Note how the output changes.
- Evaluating efficacy. Decide your criteria before you read the output: accuracy, depth, relevance and format. Score each version against them.
- Handling different media. Try the same idea as text, then with an image or audio element if your tools allow, and describe what each adds.
Keep a simple log with four columns: prompt text, what you expected, what you got, and what you changed next. That log becomes the evidence for almost any D685 task.
Where Students Get Stuck
- Describing results instead of judging them. Saying "the AI gave a good answer" is not evaluation. Name the criteria and how the output met or missed them.
- Changing too much at once. If three things change between versions, you cannot explain the improvement.
- Trusting output without checking. Verify claims, and say what you verified.
- Skipping context. Many weak prompts fail only because the AI did not know the audience or purpose.
Planning Table
| Stage | Goal | Evidence to keep |
|---|---|---|
| Read the task | List every requirement | A checklist from the rubric |
| First drafts | Baseline prompt | Prompt and raw output |
| Iterate | Improve one element per round | Version log |
| Evaluate | Score against criteria | Short notes per version |
| Write up | Explain choices | Final prompt and reasoning |
Study Tips for D685
- Write your success criteria before you run any prompt.
- Name the audience and format in every prompt, even short ones.
- Save every version, not only the best one.
- Check facts in at least one source outside the AI tool.
- Read the rubric aloud and tick each line off against your draft.
How We Help with D685
Send the task instructions, the rubric, your prompt versions and any evaluator comments. A tutor can explain scope, specificity and context with fresh examples, review your testing log, edit your write-up for clarity, or prepare a model example on a different topic for you to learn from. For wider support, see our assignment help guide.
GradeEssays is independent of Western Governors University. Our work is a study and reference aid: use it to understand the method, then complete and submit your own work under WGU's academic integrity policy.
Orders are written from scratch, include free revisions within the scope of your original request, and are refunded in full if late. We do not promise that any assessment will be passed.
Make Your D685 Prompts Sharper
Share the assignment, your prompt versions and any evaluator feedback. We explain what to change and why, so the improvement is yours.
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Frequently Asked Questions
No. It is a WGU course with three stated competencies. Check your degree plan for how it counts towards your program.
The WGU guidebook for the BSCS to MSCS path lists it as 2 competency units. Your own degree plan is the final word.
The course is about writing prompts for generative AI, and the guidebook aims it at learners of any background. Programming is not the focus.
Judging how well its output meets stated criteria such as accuracy, depth and relevance, then explaining what you changed to improve it.
Follow the rules in your task instructions and WGU's academic integrity policy. When in doubt, ask your course instructor.
No. We offer tutoring, model examples and editing of your own draft. You complete and submit your own work.