text:
Part 1

I woke up and glanced at the clock to the side of me. 5:30. I never woke up that early. Even for school. I felt, different, though, somehow. Like I was being watched. Like I was in a movie or a book or something. But it was more than that. I was motivated? I guess? That fits well enough. I was motivated. I wanted to do something.
  I slowly got up and started to get ready for school. I dreaded school. I hated most people there, and they hated me back. I honestly don't know why I went. If it was up to me, I wouldn't. It was a big waste of time. I really hated it.
  I was never bad in school, but nothing exceptional either. It wasn't the work though, it was the people. If you were any different than the hive mind you were made an outcast. I wasn't one though. I had a good amount of friends, and knew the right people to not be made fun of, but I just never liked most of the people there. They were cruel and unforgiving. I didn't like them.
  So you're probably wondering why I still went? Well like many people, it was because of Her. I never knew her name, only what she looked like. She was amazing, but she hated me. I only still went to school because I thought I would have a chance of her not hating me. If I just had a chance to talk to her, or something, maybe she wouldn't hate me, like many people do.
  I honestly don't know why I'm telling anyone this. Nobody cares. But I don't mind. I don't care. I've been told countless times that I could never get her. Or anyone, for that matter. But I didn't care. I kept trying.
 Again, I know nobody cares, but this is my story. And I'm going to tell it for once.
  I went to school, again dreading it. The day wasn't anything special. I went to my classes, nothing more, nothing less. The worst part about school I think was how uneventful it always was.
  Anyway one thing did happen today, I talked to her. It turns out, she doesn't hate me, just never bothered to talk to me.

Part 2

He talked to me today! I couldn't believe it! Then, after I got over the shock, I felt so idiotic for not saying more. For not saying "I think I love you" or at least "Can we be friends?" All I could manage was "H-h-hi." Imbecile. Now he'll never know that I can't stop thinking about him and probably never will. Now he'll never know that I think he's amazing. And he'll certainly never, ever know that someone, even if it's just me, needs him.
  School was......school. I mean, I was pretty intelligent, I suppose. Made pretty good grades. But where does that get you in life? Further than most people think, but that's the point. The people who decide your social standing are highly unqualified to do so. But do I care? Not in the slightest. I'm not disliked. I'm friendly with pretty much everyone, but mainly, I'm not noticed at all, really. I'm not bothered by that. Trust me, most people at my school, you wouldn't want to notice you, either. The one thing that drove me crazy was that he didn't notice me. At least, I thought he didn't for awhile.
  Once, I heard from a friend who heard from a friend who heard him talking about suicide. I doubted he'd talk about it, but I didn't doubt he'd do it. This scared me. I realized I didn't exactly have a lot of time to tell him anything really. I had to force myself into his life. Honestly, I could care less if the whole world hated me. But not him. Please, not him.
  The reason I liked him was because you could tell by looking at him that he understood you. Not necessarily everyone, but I knew he'd understand me. I knew that maybe I could be someone he liked. I hoped I could be someone he loved. I just didn't know how to tell him.

title: Us

question:
Answer the following question based on the above passage:

Who is te narrator?

answer: He is a male.

text: There are two narrators, one of which is a male.

refinement: There are two. One is a male, the other female.

text: The answer should have more context.

refinement: There are two. One is a male, the other female. They are high school students who have an interest in meeting the other, and they do.

answer: The narrator is a young woman.

text: There are two narrators, one of which is a female.

refinement: There are two. A narrator is a young woman, and the other a young man.

text: The answer should give more context for the characters.

refinement: There are two. A narrator is a young woman, and the other a young man. They are high school students who have an interest in meeting the other, and they do.

answer: The narrator is someone who has never really been noticed at their school and aspires to make a connection with a classmate who has expressed suicidal tendencies.

text: There are two narrators. One of them is expressed well in the answer, but the other is missing.

refinement: There are two narrators. One of them is a young man in high school who is infatuated with a girl, and he wants to meet her. The other is a young girl in the same school who has never really been noticed at their school and aspires to make a connection with the first narrator who has expressed suicidal tendencies.

text: Suicidal tendencies: "Once, I heard from a friend who heard from a friend who heard him talking about suicide."

text: She wants to meet him: "He talked to me today! I couldn't believe it! Then, after I got over the shock, I felt so idiotic for not saying more. For not saying "I think I love you" or at least "Can we be friends?" All I could manage was "H-h-hi." Imbecile. Now he'll never know that I can't stop thinking about him and probably never will."

answer: Raises something to discuss

text: The answer is completely irrelevant.

text: There's no answer.

refinement: There are two narrators. One of them is a young man in high school who is infatuated with a girl, and he wants to meet her. The other is a young girl in the same school who has never really been noticed at their school and aspires to make a connection with the first narrator who has expressed suicidal tendencies.

answer: Two average, whimsical young people, speaking from  their point of view as if in a diary.

text: The answer should give more context to the characters.

refinement: Two average, whimsical young people, speaking from their point of view as if in a diary. They are high school students who have an interest in meeting the other, and they do.

text: There are two narrators writing in a diary-like way.

question:
Answer the following question based on the above passage:

What's the style of writing?

answer: The style of writing is reflective and introspective. The narrator spends a good amount of time thinking and reflecting on their feelings and motivations.

text: There are two narrators.

refinement: The style of writing is reflective and introspective. Both narrators spend a good amount of time thinking and reflecting on their feelings and motivations.

text:
Male narrator reflecting: "Again, I know nobody cares, but this is my story. And I'm going to tell it for once.
I went to school, again dreading it. The day wasn't anything special. I went to my classes, nothing more, nothing less. The worst part about school I think was how uneventful it always was.
Anyway one thing did happen today, I talked to her. It turns out, she doesn't hate me, just never bothered to talk to me."

text: Female narrator reflecting: "He talked to me today! I couldn't believe it! Then, after I got over the shock, I felt so idiotic for not saying more. For not saying "I think I love you" or at least "Can we be friends?" All I could manage was "H-h-hi." Imbecile. Now he'll never know that I can't stop thinking about him and probably never will. Now he'll never know that I think he's amazing. And he'll certainly never, ever know that someone, even if it's just me, needs him."

answer: Gives away points and feels like a story but it's written like a letter.

text: The answer is half confusing and half wrong.

text: There's no answer.

refinement: The style of writing is reflective and introspective. Both narrators spend a good amount of time thinking and reflecting on their feelings and motivations.

answer: The style of writing is first-person narrative. The narrator is describing his experiences in a straightforward manner, and there is a sense of urgency throughout the piece. The main character believes he can have a positive impact in someone's life.

text: There are two narrators.

refinement: The style of writing is first-person narrative. Both narrators are describing their experiences in a straightforward manner, and there is a sense of urgency throughout the piece. One of them believes he can have a positive impact in someone's life.

text: There's no urgency to the narration.

refinement: The style of writing is first-person narrative. Both narrators are describing their experiences in a straightforward manner. One of them believes he can have a positive impact in someone's life.

text: The narrator who thinks about having a positive effect is the girl.

refinement: The style of writing is first-person narrative. Both narrators are describing their experiences in a straightforward manner. One of them believes she can have a positive impact in someone's life.

text: Both narrators reflect on their days and describe them.

answer: 1st and 2nd person

text: The answer doesn't make much sense.

text: There's no answer.

refinement: The style of writing is reflective and introspective. Both narrators spend a good amount of time thinking and reflecting on their feelings and motivations.

answer: There is a slice of life element, from a first person perspective in two parts

text: The answer should acknowledge there are two narrators.

refinement: There is a slice of life element, from a first person perspective in two parts from two narrators.

text: There are two narrators who are talking about their days.

question:
Answer the following question based on the above passage:

Are the narrators in the story talking about each other?

answer: Yes, the narrators are talking about each other.

text: The answer should acknowledge that the narrators talk about themselves and each other.

refinement: Yes, the narrators are talking about each other as well as themselves.

text: Both narrators mention each other in some way.

answer: Not clear, though it could be inferred.

text: The answer is wrong.

text: There's no answer.

refinement: Yes, the narrators are talking about each other as well as themselves.

answer: It's implied.

text: The answer is somewhat misleading and quite vague.

answer: Not necessarily

text: They clearly are talking about each other.

answer: No, the narrators are not talking about each other. The narrators are talking about themselves, their thoughts and feelings.

text: The answer misses about half of the story. They talk about themselves and each other.

refinement: Yes, the narrators are talking about each other. They are also talking about themselves, their thoughts and feelings.

text: Missing comma and subject identifier.

refinement: Yes, the narrators are talking about each other. They are also talking about themselves, their thoughts, and their feelings.

question: Write a ~3 sentence summary.

answer: The protagonist feels different in the morning and wakes up to the realization that she is motivated to do something. At school, she talks to a classmate she had previously assumed to hate her. He admits he considered suicide, and the protagonist decides that she needs to make herself known to him before it's too late. She wants to tell him she loves him but is unable to for now.

text: The answer confuses the narrators. It also mistakenly calls the narrator a protagonist.

refinement: The male narrator feels different in the morning and wakes up to the realization that he is motivated to do something. At school, he talks to a classmate he had previously assumed to hate him. He admits he considered suicide, and the female narrator decides that she needs to make herself known to him before it's too late. She wants to tell him she loves him but is unable to for now.

text: He doesn't tell her about his suicidal tendencies. She heard them from her friends.

refinement: The male narrator feels different in the morning and wakes up to the realization that he is motivated to do something. At school, he talks to a classmate he had previously assumed to hate him. He considered suicide, and the female narrator decides that she needs to make herself known to him before it's too late after learning it through her friends. She wants to tell him she loves him but is unable to for now.

text: The question wants three sentences, not four.

refinement: The male narrator feels different in the morning and wakes up to the realization that he is motivated to do something. At school, he talks to a classmate he had previously assumed to hate him. He considered suicide, and the female narrator decides that she needs to make herself known to him before it's too late after learning it through her friends.

text: Motivation: "I felt, different, though, somehow. Like I was being watched. Like I was in a movie or a book or something. But it was more than that. I was motivated?"

text: No hate: "Anyway one thing did happen today, I talked to her. It turns out, she doesn't hate me, just never bothered to talk to me."

text: Suicide, hurry: "Once, I heard from a friend who heard from a friend who heard him talking about suicide. I doubted he'd talk about it, but I didn't doubt he'd do it. This scared me. I realized I didn't exactly have a lot of time to tell him anything really."

text: She can't tell her feelings: "He talked to me today! I couldn't believe it! Then, after I got over the shock, I felt so idiotic for not saying more. For not saying 'I think I love you' or at least 'Can we be friends?'"

answer: The narrator despises school and often wonders why he sometimes went. One day at school a girl he is infatuated with in school threads up to him and begins talking. The narrator is very relieved to have the object of his childhood affection acknowledge him and dreads their conversation ending.

text: The girl isn't his childhood affection. He also doesn't dread the conversation's end.

refinement: The narrator despises school and often wonders why he sometimes went. One day at school a girl he is infatuated with in school threads up to him and begins talking.

text: The answer completely misses the girl's viewpoint.

refinement: The narrator despises school and often wonders why he sometimes went. One day at school a girl he is infatuated with in school threads up to him and begins talking. She's also interested in him and wants to help him with his suicidal tendencies, finally managing to talk to him.

text: Not keen on school: "I dreaded school. I hated most people there, and they hated me back. I honestly don't know why I went. If it was up to me, I wouldn't."

text: She talks to him: "Anyway one thing did happen today, I talked to her. It turns out, she doesn't hate me, just never bothered to talk to me."

answer: Two narrators talk about their school crushes, it is unclear whether they are talking about each other. One believes the girl they like hates them. The other believes they don't have enough time to tell the boy they like that they love them.

text: It's heavily implied that they are talking about each other.

refinement: Two narrators talk about their school crushes, it is implied that they are talking about each other. One believes the girl they like hates them. The other believes they don't have enough time to tell the boy they like that they love them.

text: No hate: "Anyway one thing did happen today, I talked to her. It turns out, she doesn't hate me, just never bothered to talk to me."

text: Hurry, suicidal: "Once, I heard from a friend who heard from a friend who heard him talking about suicide. I doubted he'd talk about it, but I didn't doubt he'd do it. This scared me. I realized I didn't exactly have a lot of time to tell him anything really. I had to force myself into his life."

answer: The protagonist wakes up early one morning with a sudden motivation. While attending school, the protagonist talks to the girl he has a crush on, and realizes that she doesn't hate him. The protagonist still feels panicked about telling the girl his feelings, but worries that she might commit suicide if he does not say something.

text: The answer confuses the narrator to be a protagonist and misses that there are two narrators.

refinement: The male narrator wakes up early one morning with a sudden motivation. While attending school, he talks to the girl he has a crush on and realizes that she doesn't hate him. The female narrator still feels panicked about telling the boy her feelings, but worries that he might commit suicide if she does not say something.

text: No hate: "Anyway one thing did happen today, I talked to her. It turns out, she doesn't hate me, just never bothered to talk to me."

text: Hurry, suicidal: "Once, I heard from a friend who heard from a friend who heard him talking about suicide. I doubted he'd talk about it, but I didn't doubt he'd do it. This scared me. I realized I didn't exactly have a lot of time to tell him anything really. I had to force myself into his life."

text: Motivation: "I felt, different, though, somehow. Like I was being watched. Like I was in a movie or a book or something. But it was more than that. I was motivated?"

answer: The narrator goes to school reluctantly because of a girl he likes frequently there but is made fun of by other kids. One day, an individual he dislikes brings the narrator's crush to him, but the narrator thinks that he does so thinking he hates her and can now make fun of the narrator's feelings toward her. We learn that the narrator quickly likes the boy she likes.

text: The answer is very confusing and mistaken for almost all details.

text: There's no answer.

refinement: The narrator despises school and often wonders why he sometimes went. One day at school a girl he is infatuated with in school threads up to him and begins talking. She's also interested in him and wants to help him with his suicidal tendencies, finally managing to talk to him.


split: train

text:
CYPRIEN IOV (born 12 May 1989), also known as MONSIEUR DREAM or simply as CYPRIEN (), is a French comedian, actor, dubber, and blogger known for his short comic YouTube videos.[1][2]

He came to prominence on Dailymotion as Monsieur Dream, before producing videos on YouTube while he kept studying.

As of September 2020, his YouTube channel had 13.8 million subscribers and over 2.6 billion views.

Biography

Cyprien created his YouTube channel on 25 February 2007. After that his channel quickly started to grow. He often works with Yvick Letexier, Norman Thavaud, and Hugo Dessioux.

[1]  “Cyprien et Norman toujours en tête de You Tube France” , Stratégies, 12 December 2015.

[2]  “Cyprien, le multimillionnaire”, Libération, 19 December 2016

title: Cyprien Iov

question: Who is Cyprien Iov?

answer: Cyprien Iov is a French comedian and YouTube personality who has amassed a large following on the video sharing platform.

text: Does not mention that he is also an actor, dubber, and blogger.

refinement: Cyprien Iov is a French comedian, actor, dubber, blogger, and YouTube personality who has amassed a large following on the video sharing platform.

answer: Cyprien Iov is a French comedian, actor, dubber, and blogger known for his short comic YouTube videos.

answer: Cyprien Iov is a French comedian, actor, dubber, and blogger.

text: Does not mention that he is also a Youtuber/

refinement: Cyprien Iov is a French comedian, actor, dubber, blogger, and Youtuber.

answer: A Fench comedian, actor, dubber, and blogger

text: Does not mention that he is a Youtuber.

refinement: A Fench comedian, actor, dubber, blogger, and Youtuber

question: What other names does Cyprien Iov go by?

answer: Cyprien and Monsieur Dream

answer: Monsieur Dream, Cyprien

answer: Cyprien is also known as Monsieur Dream and simply as Cyprien.

answer: Monsieur Dream and Cyprien.

question: What milestone did Cyprien Iov hit in September 2020?

answer: He had 13.8 million subscribers and over 2.6 billion views on his YouTube channel.

text: The date was not a specific milestone--it is simply the date at which he had that specific amount of subscribers and views.

text: Empty answer.

refinement: The date was not a specific milestone. It is simply the date at which he had that specific amount of subscribers and views.

answer: He didn't hit a milestone. The article simply states that as of September 2020, his Youtube channel had 13.8 million subscribers.

answer: He had 13.8 million subscribers and over 2.6 billion views on his YouTube channel.

text: The date was not a specific milestone--it is simply the date at which he had that specific amount of subscribers and views.

text: Empty answer.

refinement: The date was not a specific milestone. It is simply the date at which he had that specific amount of subscribers and views.

answer: According to the passage, Cyprien Iov's YouTube channel had 13.8 million subscribers and over 2.6 billion views in September 2020. This makes him one of the most popular YouTubers in France.

text: The date was not a specific milestone--it is simply the date at which he had that specific amount of subscribers and views.

text: Empty answer.

refinement: The date was not a specific milestone. It is simply the date at which he had that specific amount of subscribers and views.

question: Who are three frequent collaborators of Cyprien Iov?

answer: Yvick Letexier, Norman Thavaud, and Hugo Dessioux.

text: "He often works with Yvick Letexier, Norman Thavaud, and Hugo Dessioux" is evidence that those three individuals are frequent collaborators of Cyprien Iov.

answer: Yvick Letexier, Norman Thavaud, and Hugo Dessioux

text: "He often works with Yvick Letexier, Norman Thavaud, and Hugo Dessioux" is evidence that those three individuals are frequent collaborators of Cyprien Iov.

answer: Yvick Letexier, Norman Thavaud, and Hugo Dessioux

text: "He often works with Yvick Letexier, Norman Thavaud, and Hugo Dessioux" is evidence that those three individuals are frequent collaborators of Cyprien Iov.

answer: Yvick Letexier, Norman Thavaud, and Hugo Dessioux.

text: "He often works with Yvick Letexier, Norman Thavaud, and Hugo Dessioux" is evidence that those three individuals are frequent collaborators of Cyprien Iov.

question: Write a ~3 sentence summary.

answer: Cyprien Iov is a French comedian, actor, dubber, and blogger. He is known for his short comic YouTube videos. He came to prominence on Dailymotion as Monsieur Dream, before producing videos on YouTube while he kept studying.

answer: Cyprien Iov is a French comedian, actor, dubber, and blogger. His Youtube channel, where he posts short comic videos, had 13.8 million subscribers as of September 2020. He came to prominence on Dailymotion under the name Monsieur Dream.

answer: Cyprien Iov is a French comedian, actor, dubber, and blogger known for his short comic YouTube videos. He came to prominence on Dailymotion as Monsieur Dream, before producing videos on YouTube while he kept studying. As of September 2020, his YouTube channel had 13.8 million subscribers and over 2.6 billion views.

answer: Cyprien Iov is a French comedian and YouTube star known for his short comedic videos. He has amassed over 13 million subscribers on his YouTube channel, and his videos have been viewed over 2.6 billion times.

text: Does not mention how he came to prominence.

refinement: Cyprien Iov is a French comedian and YouTube star known for his short comedic videos. He came to prominence posting on Dailymotion under the name Monsieur Dream. He has amassed over 13 million subscribers on his YouTube channel, and his videos have been viewed over 2.6 billion times.


text:
CHRIS HAUGHTON (born July 4, 1992) is a cadet olympic recurve archer and has qualified to be a member of the Canadian National Archery Team and he is also an archery coach for the Ontario School of Olympic Archery.

In addition to coaching archery, Haughton has qualified for the 2008 Junior World Archery Championships in Turkey and has also qualified for the 2008 Pan American Championships in Venezuela this July.

Career

Before becoming an internationally junior recurve archer, Chris Haughton participated in many other sports including competitive gymnastics and martial arts, which he says was his stepping stool for his strength in archery.

At first Chris Haughton started with Karate at the age of 4 and quickly became very competitive with the sport. Chris Haughton trained with the Dynamic Arts located in Cambridge, Ontario and started winning medals within the club. His biggest achievement in Canada is winning a bronze medal at Joslin's Canadian Open in 1999. Following his family's move to the United States of America, Chris continued karate winning two gold medals, a bronze medal and finished second in Jill Leiker's Midwest Open in sparring and forms.

After finishing karate, Haughton decided to keep his competitive buzz going by starting gymnastics and quickly got into competing in many states across the USA, winning various ribbons and medals before his family decided to move back to Canada.

At the age of 12, Chris decided to pick up a bow with the Toronto School of Archery and has never looked back. Chris has trained in Guadalajara, Mexico, Tecoman, Mexico in December and January 2006 – 2007 and numerous places across Ontario.

Personal life

As well as doing archery, Chris also has a love for music and snowboarding (or any board sport you can think of). Chris plays many different instruments including his favourite, guitar, and piano. While Chris isn't shooting his bow or playing his guitar in the cold months, he can be found snowboarding anywhere in Ontario as his love for snowboarding is matching to that of archery. Chris lives with his parents and two sisters in Oshawa, Ontario and enjoys a busy lifestyle taking him to Toronto three times a week. Perhaps most unusual about his situation derives from Haughton's learning habits, and the fact that he can pick up a bow and shoot almost anytime he wishes. There is no waiting to get the rink, or the field or for the school day to end.[1]

“We were moving around a lot then, so my parents figured it was best to have me home schooled,” he says. “I love it. The biggest thing for me is that it allows me, with my practice targets set up at home, to practice archery anytime.”[2]

When asked who Chris is inspired by the most, he said “It's definitely my family... and Bruce Lee. (Laughs) I can't say how much I enjoy studying Bruce Lee. I think his work and his life is one that can be greatly admired and I apply much of his thoughts to myself, through his knowledge of the human body and mind. If there's one person (dead or alive) I would really like to meet... that would definitely have to be Bruce Lee. (Laughs)”

Archery Achievements

-   1st Place = FITA 18 meters. Feb, 4 2007. Caledon, Ontario
-   1st Place = FITA 1440. May 12, 2007. Caledon, Ontario
-   2nd Place = FITA 1440. May 13, 2007. Caledon, Ontario
-   2nd Place = FITA 1440. May 27, 2007. Caledon, Ontario
-   Gold Medal = Ontario Indoor Provincial Championships. March 2007. Caledon, Ontario
-   5th Place = Canadian Indoor National Championshiops. March 2007. Caledon, Ontario
-   Bronze Medal = Canadian Outdoor National Championships. August 13–17. Caledon, Ontario
-   Gold Medal = Ontario Outdoor Provincial Championships. September 2007. Sault Ste. Marie, Ontario
-   7th Place = USA Outdoor National Target Championships. August 2007. Colorado Springs, Colorado
-   Bronze Medal = FITA 18 meters. Feb, 2008. Caledon, Ontario
-   Gold Medal = Ontario Indoor Provincial Championships. Feb, 17 2008. Caledon, Ontario
-   Gold Medalist = Canadian Indoor National Championships. March 2, 2008.[3] Caledon, Ontario
-   Qualified for the 2008 Archery Junior World Championships held in Turkey
-   Qualified for the 2008 Pan American Championships held in Valencia, Venezuela

Equipment

-   Hoyt Helix riser
-   Win & Win INNO Power Limbs
-   Easton V-bars
-   Easton ACE Carbon/Aluminum Arrows
-   Shibuya Ultima Sight
-   Doinker Stabilizer
-   Soma Tab
-   Neet Quiver

[1] http://newsdurhamregion.com/news/Sporting%20People/article/86705 Retrieved April 24, 2007

[2]

[3] http://fca.ca/Resultsfolder/2008/08Regionalindoor/08Regindoorprelim714-04-08.htm Retrieved April 24, 2007

title: Chris Haughton

question:
Answer the following question based on the above passage:

Summarise what the text says about Chris's homeschooling, how it helped his skill in archery, and other activities he engaged in.

answer: Chris decided to keep his competitive buzz going by starting gymnastics after finishing karate. He would win various ribbons and medals. His family later decided to move back to Canada, so Chris started to look for a sport that he would like to play and found a love for archery. He expressed his desire to meet Bruce Lee, someone he admires for his studies and human body knowledge. Chris was attending home schooled before he decided to keep his competitive buzz going by starting gymnastics. He also said that his family was his inspiration to do archery as well, so that may not have been the only reason he was home schooled.

text: Only the last two sentences are necessary to answer the question.

refinement: Chris was attending home school before he decided to keep his competitive buzz going by starting gymnastics. He also said that his family was his inspiration to do archery as well, so that may not have been the only reason he was home schooled.

answer: Chris Haughton picked up an interest in sports activities such as gymnastics and martial arts, which ultimately piqued his interest in archery, and he became very competitive at each game. Over time, his family moved around a lot, and this encouraged them to home-school him. Homeschooling helped Chris's archery skills because it gave him more room to practice his archery skills. He also enjoyed participating in other extracurricular activities in Ontario, such as snowboarding and learning to play the guitar and piano, another of his favorite pastime.

text: Some details in the response are irrelevant to the answer.

refinement: Over time, his family moved around a lot, and this encouraged them to home-school him. Homeschooling helped Chris's archery skills because it gave him more room to practice his archery skills.

answer: Chris Haughton was homeschooled for many years, which allowed him to practice archery anytime he wished. He has won numerous medals and awards in various archery competitions and has qualified to be a member of the Canadian National Archery Team. He has also partaken in other activities such as karate and gymnastics in the past.

answer: Chris never set foot in public school before he was fourteen years old, he was home schooled. He trained in Guadalajara and Tecoman in Mexico and many places across Ontario. Chris had to forgo the acceptance of a scholarship the Toronto School of Archers gave him, to return to school due to his homeschooling. He says, “We were moving around a lot then, so my parents figured it was best to have me home schooled,” he says. “I love it. The biggest thing for me is that it allows me, with my practice targets set up at home, to practice archery anytime.” Chris says his competitive spirit came from his training in competitive sports, including gymnastics and karate, in earlier years. Despite his busy lifestyle, the fact that he can pick up a bow and shoot at anytime that he wishes is a freedom he would otherwise not have.

answer: Chris is a cadet olympic recurve archer and has qualified to be a member of the Canadian National Archery Team. He started with various sports, including karate and gymnastics, which helped him achieve his current skill level in archery. Because he is homeschooled, he is able to practice archery whenever he wants. This dedication has helped him achieve success in archery competitions. He also enjoys music and snowboarding.

text: The response should be written in the past tense.

refinement: Chris is a cadet olympic recurve archer who qualified to be a member of the Canadian National Archery Team. He started with various sports, including karate and gymnastics, which helped him achieve his skill level in archery. Because he was homeschooled, he was able to practice archery whenever he wanted. This dedication helped him achieve success in archery competitions.


text:
SCHLOSS ERMREUTH is a manor house (_Rittergut_) in the Upper Franconian village of Ermreuth in the municipality of Neunkirchen am Brand. The three-storey hipped roof building was owned by various Franconian noble families in the Middle Ages and Early Modern Period. From 1926 the estate was used as a meeting point and training establishment for leading Nazis and, since 1980, has been the residence of right-wing extremist, Karl-Heinz Hoffmann.

History

14th to 19th centuries

Predecessor buildings on the site of the manor are recorded even before 1358. In 1525 rebellious peasants burnt down the castle. The locksmith, Stefan Muffel, from the Nuremberg patrician family Muffel suppressed the insurrection and rebuilt the house. In 1573 and 1579-1622, the estate belonged to the Stiebars, who built today's palace building with its staircase tower around 1600. After ten years of ownership by the House of Wildenstein, the castle was sold to the Künsbergs in 1632, who, in the eighteenth century, added the upper floor, raised the staircase and built a roof terrace with a parapet. According to an old legend, a black mare also lives here, who waits for people to go past the house in the darkness, sits on their back and oppresses them.[1] In 1858 the Künsbergs sold the manor to the owner of the hammer mill, Andreas Schäff, From Erlangen.

20th and 21st centuries

After the First World War, the castle was used by the organization _Der Stahlhelm_ as a meeting centre. In honour of General Ludendorff, who visited here as a guest, the Nazi hiking club, Ermreuth e.V., set up a Ludendorff home from 1926 onwards. In the Nazi era, a NSDAP _Gauführer_ school was established here in 1935, whose members were probably involved in the desecration of the Jewish Cemetery in Ermreuth which had been opened in 1711. At that time, the editor of the Nazi newspaper, _Der Stürmer_, Julius Streicher, was frequently a guest at the manor.

Immediately after the Second World War, refugees and expellees were placed in the castle from the German eastern territories. After their departure, it became temporarily a home for the _Heimkehrer_ and then, until the end of the 1970s, it was old people's home run by the Bavarian Red Cross.

In 1978, Schloss Ermreuth became the headquarters of the _Wehrsportgruppe Hoffmann_, a Neonazi terrorist group founded in 1973, and the residence of Karl-Heinz Hoffmann, founder of the Wehrsportgruppe after his partner, Franziska Birkmann, had bought it.[2] As a result of the ban on the Wehrsportgruppe in January 1980, a house search was conducted in the manor, and propaganda material and weapons were confiscated. Uwe Behrendt, deputy chairman of Hoffmanns Wehrsportgruppe and murderer of Shlomo Levin, former chairman of the Israeli religious community in Nuremberg and his life companion Frieda Poeschke, also lived here and escaped to Lebanon after the double killing in December 1980. After _Die Wende_, Hoffmann worked for several years as an investor in Thuringian Kahla and returned to Ermreuth around 2000. The present owner of the manor is not known.

On the Day of Open Memorials (_Tag des offenen Denkmals_) in 2016 the manor was struck off the programme at the direction of the intelligence services.

Despite that, there were guided tours by Hoffmann with very positive feedback according to a newspaper report on Franconia Day.[3]

[1] Fränkische Schweiz, bayern-online.de Schloss Ermreuth

[2] Der Spiegel, 19 November 1984

[3] Zum Tag des offenen Denkmals 2016

title: Schloss Ermreuth

question: What is Schloss Ermreuth?

answer: Schloss Ermreuth is a manor house in the Upper Franconian village of Ermreuth in the municipality of Neunkirchen am Brand.

answer: A manor house in the Upper Franconian village of Ermreuth.

answer: A manor house in the Upper Franconian village of Ermreuth in the municipality of Neunkirchen am Brand.

answer: Schloss Ermreuth is a manor house that was used as a meeting place and training establishment for Nazis in the 20th and 21st centuries.

text: It is omitted that the house is located in the Upper Franconian village of Ermreuth.

refinement: Schloss Ermreuth is a manor house that was used as a meeting place and training establishment for Nazis in the 20th and 21st centuries. The house is located in the Upper Franconian village of Ermreuth.

question: What is its history up to the 19th century?

answer: The castle was burnt down by rebellious peasants in 1525. Stefan Muffel, a locksmith from the Nuremberg patrician family Muffel, rebuilt the house. The castle was sold to the Künsbergs in 1632. The Künsbergs sold the manor to the owner of the hammer mill, Andreas Schäff, in 1858.

text: The ownership of Stiebars and House of Wildenstein is omitted.

refinement: The castle was burnt down by rebellious peasants in 1525. Stefan Muffel, a locksmith from the Nuremberg patrician family Muffel, rebuilt the house. From 1579-1622, the estate was owned by Stiebars. The castle was sold to the Künsbergs by the House of Wildenstein after ten years of ownership in 1632. The Künsbergs sold the manor to the owner of the hammer mill, Andreas Schäff, in 1858.

answer: The manor was owned by various Franconian noble families in the Middle Ages and Early Modern Period.

text: The names of the people who owned the estate are omitted.

refinement: The manor was owned by various Franconian noble families in the Middle Ages and Early Modern Period. Stefan Muffel rebuilt the house. The Stiebars owned the estate from 1579-1622. The castle was sold to Kunsbergs by the House of Wildenstein in 1632. The Kunsbergs sold it to a hammer mill owner, Andreas Schaff in 1858.

answer: Buildings were on site even before 1358. In 1525 rebellious peasants burned down the castle. Stefan Muffel rebuilt the house. In 1573 and 1579-1622, the estate belonged to the Stiebars, who built today's palace building with staircase around 1600. The castle was sold to the Kunbergs who expanded the building in 1632, they sold it in 1858.

text: To whom did the Kunbergs sell the castle is omitted.

refinement: Buildings were on site even before 1358. In 1525 rebellious peasants burned down the castle. Stefan Muffel rebuilt the house. In 1573 and 1579-1622, the estate belonged to the Stiebars, who built today's palace building with staircase around 1600. The castle was sold to the Kunbergs who expanded the building in 1632, they sold it in 1858 to Andreas Schaff.

answer: Schloss Ermreuth was originally owned by various Franconian noble families in the Middle Ages and Early Modern Period. From the 16th century onwards, it was owned by the Künsbergs, who added the upper floor and built a roof terrace with a parapet. From 1858, it was owned by the owner of the hammer mill, Andreas Schäff, until the Second World War. After the war, it was used as a refugee centre and old people's home, before becoming the headquarters of the Wehrsportgruppe Hoffmann in 1978.

text: "After the war, it was used as a refugee centre and old people's home, before becoming the headquarters of the Wehrsportgruppe Hoffmann in 1978." This was not during the 19th century and hence can be omitted.

refinement: Schloss Ermreuth was originally owned by various Franconian noble families in the Middle Ages and Early Modern Period. From the 16th century onwards, it was owned by the Künsbergs, who added the upper floor and built a roof terrace with a parapet. From 1858, it was owned by the owner of the hammer mill, Andreas Schäff.

text: It is omitted that Muffel rebuilt the house and Stiebars owned it from 1579-1622.

refinement: Schloss Ermreuth was originally owned by various Franconian noble families in the Middle Ages and Early Modern Period. Muffel rebuilt the house. The Stiebars owned it from 1579-1622 and built today's palace building. From the 16th century onwards, it was owned by the Künsbergs, who added the upper floor and built a roof terrace with a parapet. From 1858, it was owned by the owner of the hammer mill, Andreas Schäff.

question: What happened there during the early 20th century?

answer: The castle was used by the organization Der Stahlhelm as a meeting center. In honor of General Ludendorff, who visited as a guest, the Nazi hiking club, Ermreuth e.V., set up a Ludendorff home from 1926 onwards. In the Nazi era, a NSDAP Gauführer school was established there in 1935.

answer: Nazis set up a Ludendorff home there from 1926 onwards. A NSDAP Gaufuhrer school was established there.

answer: During the early 20th century, Schloss Ermreuth was used as a meeting centre for the Nazi party, and was also the home of Karl-Heinz Hoffmann, founder of the Wehrsportgruppe, a terrorist group.

text: Karl-Heinz housed the castle later in the 20th century.

refinement: During the early 20th century, Schloss Ermreuth was used as a meeting centre for the Nazi party.

text: It is omitted that an NSDAP Gaufuhrer school was established.

refinement: During the early 20th century, Schloss Ermreuth was used as a meeting centre for the Nazi party. In 1935, an NSDAP Gaufuhrer school was established.

answer: The castle was used as a meeting point and training establishment for leading Nazis.

text: It is omitted that a school was also set up.

refinement: The castle was used as a meeting point and training establishment for leading Nazis. In 1935, an NSDAP Gaufuhrer school was established here.

question: What was the Wehrsportgrupped Hoffman in relation to the Schloss Ermreuth?

answer: A Neonazi terrorist group founded in 1973 that set up shop in Schloss Ermreuth headquartering there.

text: It is omitted that the castle was the residence of the founder.

refinement: A Neonazi terrorist group founded in 1973 that set up shop in Schloss Ermreuth headquartering there. It was also the residence of Karl-Heinz Hoffmann, the founder of Wehrsportgruppe.

answer: The Wehrsportgruppe Hoffmann was a terrorist group founded in 1973.

text: The answer omits that Ermreuth was their headquarters and also the residence of Karl-Heinz Hoffmann.

refinement: The Wehrsportgruppe Hoffmann was a terrorist group founded in 1973. Ermreuth was their headquarters and also the residence of Karl-Heinz Hoffmann, the founder of Wehrsportgruppe.

answer: It was a Neonazi terrorist group founded in 1973 and the residence of Karl-Heinz Hoffmann, founder of the Wehrsportgruppe.

answer: The Wehrsportgruppe Hoffman was based at Schloss Ermreuth.

question: Write a ~9 sentence summary.

answer: Schloss Ermreuth is a manor house in the Upper Franconian village of Ermreuth in the municipality of Neunkirchen am Brand. The three-storey hipped roof building was owned by various Franconian noble families in the Middle Ages and Early Modern Period. From 1926 the estate was used as a meeting point and training establishment for leading Nazis and, since 1980, has been the residence of right-wing extremist, Karl-Heinz Hoffmann.

answer:
Schloss Ermreuth is a manor house in the Upper Franconian village of Ermreuth in the municipality of Neunkirchen am Brand. The three-storey hipped roof building was owned by various Franconian noble families in the Middle Ages and Early Modern Period. From 1926 the estate was used as a meeting point and training establishment for leading Nazis and, since 1980, has been the residence of right-wing extremist, Karl-Heinz Hoffmann.

Predecessor buildings on the site of the manor are recorded even before 1358. In 1525 rebellious peasants burnt down the castle. The locksmith, Stefan Muffel, from the Nuremberg patrician family Muffel suppressed the insurrection and rebuilt the house. In 1573 and 1579-1622, the estate belonged to the Stiebars, who built today's palace building with its staircase tower around 1600. After ten years of ownership by the House of Wildenstein, the castle was sold to the Künsbergs in 1632, who, in the eighteenth century, added the upper floor, raised the staircase and built a roof terrace with a parapet. According to an old legend, a black mare also lives here, who waits for people to go past the house in the darkness, sits on their back and oppresses them.

After the First World War, the castle was used by the organization Der Stahlhelm as a meeting centre. In honour of General Ludendorff, who visited here as a guest, the Nazi hiking club, Ermreuth e.V., set up a Ludendorff home from 1926 onwards. In the Nazi era, a NSDAP Gauführer school was established here in 1935, whose members were probably involved in the desecration of the Jewish Cemetery in Ermreuth which had been opened in 1711. At that time, the editor of the Nazi newspaper, Der Stürmer, Julius Streicher, was frequently a guest at the manor.

Immediately after the Second World War, refugees and expellees were placed in the castle from the German eastern territories. After their departure, it became temporarily a home for the Heimkehrer and then, until the end of the 1970s, it was old people's home run by the Bavarian Red Cross.

In 1978, Schloss Ermreuth became the headquarters of the Wehrsportgruppe Hoffmann, a Neonazi terrorist group founded in 1973, and the residence of Karl-Heinz Hoffmann, founder of the Wehrsportgruppe after his partner, Franziska Birkmann, had bought it. As a result of the ban on the Wehrsportgruppe in January 1980, a house search was conducted in the manor, and propaganda material and weapons were confiscated. Uwe Behrendt, deputy chairman of Hoffmanns Wehrsportgruppe and murderer of Shlomo Levin, former chairman of the Israeli religious community in Nuremberg and his life companion Frieda Poeschke, also lived here and escaped to Lebanon after the double killing in December 1980. After Die Wende, Hoffmann worked for several years as an investor in Thuringian Kahla and returned to Ermreuth around 2000. The present owner of the manor is not known.

On the Day of Open Memorials in 2016 the manor was struck off the programme at the direction of the intelligence services. Despite that, there were guided tours by Hoffmann with very positive feedback according to a newspaper report on Franconia Day.

text:
Additional details are provided in the answer which could be omitted.
"Predecessor buildings on the site of the manor are recorded even before 1358. In 1525 rebellious peasants burnt down the castle. The locksmith, Stefan Muffel, from the Nuremberg patrician family Muffel suppressed the insurrection and rebuilt the house. In 1573 and 1579-1622, the estate belonged to the Stiebars, who built today's palace building with its staircase tower around 1600. After ten years of ownership by the House of Wildenstein, the castle was sold to the Künsbergs in 1632, who, in the eighteenth century, added the upper floor, raised the staircase and built a roof terrace with a parapet. According to an old legend, a black mare also lives here, who waits for people to go past the house in the darkness, sits on their back and oppresses them. After the First World War, the castle was used by the organization Der Stahlhelm as a meeting centre. In honour of General Ludendorff, who visited here as a guest, the Nazi hiking club, Ermreuth e.V., set up a Ludendorff home from 1926 onwards. In the Nazi era, a NSDAP Gauführer school was established here in 1935, whose members were probably involved in the desecration of the Jewish Cemetery in Ermreuth which had been opened in 1711. At that time, the editor of the Nazi newspaper, Der Stürmer, Julius Streicher, was frequently a guest at the manor. Immediately after the Second World War, refugees and expellees were placed in the castle from the German eastern territories. After their departure, it became temporarily a home for the Heimkehrer and then, until the end of the 1970s, it was old people's home run by the Bavarian Red Cross. In 1978, Schloss Ermreuth became the headquarters of the Wehrsportgruppe Hoffmann, a Neonazi terrorist group founded in 1973, and the residence of Karl-Heinz Hoffmann, founder of the Wehrsportgruppe after his partner, Franziska Birkmann, had bought it. As a result of the ban on the Wehrsportgruppe in January 1980, a house search was conducted in the manor, and propaganda material and weapons were confiscated. Uwe Behrendt, deputy chairman of Hoffmanns Wehrsportgruppe and murderer of Shlomo Levin, former chairman of the Israeli religious community in Nuremberg and his life companion Frieda Poeschke, also lived here and escaped to Lebanon after the double killing in December 1980. After Die Wende, Hoffmann worked for several years as an investor in Thuringian Kahla and returned to Ermreuth around 2000. " can be omitted.

refinement: Schloss Ermreuth is a manor house in the Upper Franconian village of Ermreuth in the municipality of Neunkirchen am Brand. The three-storey hipped roof building was owned by various Franconian noble families in the Middle Ages and Early Modern Period. From 1926 the estate was used as a meeting point and training establishment for leading Nazis and, since 1980, has been the residence of right-wing extremist, Karl-Heinz Hoffmann.The present owner of the manor is not known.

answer: Schloss Ermreuth is a manor house, effectively a castle, in the Upper Franconian village of Ermreuth in the municipality of Neunkirchen am Brand. Buildings were on site even before 1358. In 1525 rebellious peasants burned down the castle. Stefan Muffel rebuilt the house. In 1573 and 1579-1622, the estate belonged to the Stiebars, who built today's palace building with staircase around 1600. The castle was sold to the Kunbergs who expanded the building in 1632, they sold it in 1858. In the early 20th century, Nazis set up a Ludendorff home there. A NSDAP Gaufuhrer school was established there. in the 1970s, Schloss Ermreuth became headquarters to a Neonazi terrorist group.

answer: Schloss Ermreuth is a manor house in the Upper Franconian village of Ermreuth. The building was originally owned by various noble families in the Middle Ages and Early Modern Period, but in the 20th and 21st centuries it became the headquarters of the Wehrsportgruppe Hoffmann, a terrorist group founded by Karl-Heinz Hoffmann. In 2016, the manor was removed from the programme of the Day of Open Memorials at the direction of intelligence services.


text:
Disclaimer -- I haven't done any real non-work related writing in many.. MANY years.. I have probably committed a thousand and one grammatical atrocities and don't even realize it.  I just finally decided I miss writing and threw together a short story off the top of my head in about 15 - 20 minutes.

--------------------------------------------------------

It wasn't quite yet midnight.  The day we had anticipated for months.  We had everything packed and I was desperately trying to sleep for the long trip ahead of us.

Tossing and turning we struggled to pass the time as minutes turned to hours leading up to now.  Eleven Fifty Five pm and All I want to do is hit the road now, not at 8am as we planned. Suddenly, a shatter from the garage.  "What is happening? What is going on!" I thought, as I nudged John next to me. "John, John.. did you hear that?!" "Wha-snarfle-snar-gull-uggg* is the response I got "I nudged him a second time, harder still "John! Somebody is in our garage!" This time John woke up and seemed as concerned as I was.

John went to the safe and got a 9mm pistol, loaded it up and started for the downstairs.  I made for the phone to call the police..  Dead.. the line was dead.  How could this be? This couldn't be happening, not to us, not now.. On this day of all days.

I check back at the clock.. 12:20.  Today, today is supposed to be the greatest day of our recently married lives. I realize soon that John has been gone for 20 minutes and I haven't heard another sound from the entire house.  Frozen in time for what amounted to 5 minutes, I wasn't sure what to do.  I finally mustered up the courage to step out of bed and throw on my Bathrobe.  I too grab the other gun from the safe and struggle to remind myself of the training that John and I took last summer at the Police shooting range.  I loaded up the clip and locked it into the gun.  Through the dark and quiet house I tip-toed silently as a mouse.  I made my way to the door leading to the garage and listened.  voices.. John.. and.. 2 voices I did not recognize.  I stood silently trying to listen.  A Standoff.  It sounds like John is in danger.  Without sight, I am left to my own imagination of what the situation looks like just beyond the door.  Guns in the air, pointed at one another.  Everybody making threats and nobody backing down.  Uncertain how to help, I tip-toed to the outside leading door furthest from the garage.  I made my way to the yard.  I have no idea at this point if I am making any correct decisions or just struggling to make the situation worse.  Around the outside of the house I snuck, gun in hand, safety still on as to not accidentally fire in my nervous state.

I made my way to the window just outside of the garage. The window is open, "This must be how they got in, I thought.  Shoot, the shades are closed though" It was obvious there was no way I was going to be able to see through this window without being heard.  I can now hear the conversation inside the garage much more clearly than from behind the interior door.   I don't know what to make of the things I am hearing.  John seems to know these 2 people.  They are referencing each other by name.  Some sort of argument ensues.  I can only make out some of the conversation.. "Money owed.  Gambling.. Here to collect"

Could it be? Could John have a secret life of gambling and crime?  5 years together and I've never known?  How could this be.  All those late nights at the office. I never imagined anything else.  All those "Business" phone calls.  I just couldn't believe it.  I hear John is trying to convince them to leave the car, and everything in tact.  They keep saying it is the only thing worth any value.

In my nervous state, shocked at the things I am learning I unknowingly dropped the gun to the ground as it made a loud "thud" and a "scraping" sound across the gravel.  I hear one of the men gasp and start heading towards the window.  I quickly pick the gun back up and point it at the shades.  The shades fly up and I am face to face with a man I've never seen before, gun drawn.  Now things are a 1 on 1 standoff.  Me with my gun and this man and John with his gun and the other man.  I refuse to come inside the garage and insist that they leave empty handed.  Things turn from bad to worse when the man shoots a bullet over my shoulder to scare me. I immediately pull the trigger to fire back... "Shit, I didn't release the safety" Now struggling in a panic at what to do the man starts to laugh and reaches out to grab the gun from me.  By now, the neighborhood is awake and surely police have been called.  I manage to release the safety just in time to shoot the stranger in the hand as he is reaching to grab the gun from me.  He backs up and the other man Shoots John.  John shoots the other man and the man I shot in the hand shoots me.  We are all down, I laid there in the cold gravel, still outside of the garage.  In the distance I can hear sirens looming as I lose consciousness.

2 days later I wake up in the hospital.  John is no where to be found bedside or otherwise. I have no idea what has happened.  As I come to and I adjust to my place in this hospital bed I am finally informed of the news.  "John didn't make it" The nurse said "We did everything we could but the wound was too damaging."

As I lay there contemplating my current situation, I replayed that night in my head every single second in repetition.  Could I have done anything more?  Should I have done something differently?  What happened to my dearest John?  What happened to the assailants who broke into our house?  As these questions raced I didn't notice the 2 assailants being wheeled down the hallway passed my room with police in tow.  They were on their way to county lock up pending trial.

I couldn't believe it, a dream of a life shattered in one single hour.. It just goes to show that you never really have ti all, or if you do, it's only on loan as long as someone agrees that it is okay for you to keep it. From that day fourth, I never could take that drive into the country.

title: The long road to loneliness

question: How confident was the wife when using the gun from the safe?

answer: The wife was not confident when using the gun from the safe.

text: It kind of depends on what the question means by "confident." If it means that she's gun-savvy, then this answer is okay. But if it means she's not afraid to use the gun, this answer is misleading ("I immediately pull the trigger to fire back... "Shit, I didn't release the safety"").

refinement: The wife was not confident operating the gun from the safe but was quick to shoot it when necessary.

text: Repeating "the wife" feels awkward.

refinement: She was not confident operating the gun from the safe but was quick to shoot it when necessary.

text: The words "from the safe" are unnecessary since they're already in the question.

refinement: She was not confident operating the gun but was quick to shoot it when necessary.

text: "I too grab the other gun from the safe and struggle to remind myself of the training that John and I took last summer at the Police shooting range."

text: "Now struggling in a panic at what to do the man starts to laugh and reaches out to grab the gun from me."

answer: She was not confident at all.

text: It kind of depends on what the question means by "confident." If it means that she's gun-savvy, then this answer is okay. But if it means she's not afraid to use the gun, this answer is misleading ("I immediately pull the trigger to fire back... "Shit, I didn't release the safety"").

refinement: She was not confident operating the gun from the safe but was quick to shoot it when necessary.

text: The words "from the safe" are unnecessary in the answer since they're already in the question.

refinement: She was not confident operating the gun but was quick to shoot it when necessary.

text: "I too grab the other gun from the safe and struggle to remind myself of the training that John and I took last summer at the Police shooting range."

text: "Now struggling in a panic at what to do the man starts to laugh and reaches out to grab the gun from me."

answer: She was not confident at all and was trying to remind herself of the training she had received at the Police shooting range.

text: It kind of depends on what the question means by "confident." If it means that she's gun-savvy, then this answer is okay. But if it means she's not afraid to use the gun, this answer is misleading ("I immediately pull the trigger to fire back... "Shit, I didn't release the safety"").

refinement: She is not confident about operating the gun and tries to remind herself of the training she had received at the Police shooting range.

text: "Police" doesn't need an uppercase P.

refinement: She is not confident about operating the gun and tries to remind herself of the training she had received at the police shooting range.

text: "I too grab the other gun from the safe and struggle to remind myself of the training that John and I took last summer at the Police shooting range."

text: "Now struggling in a panic at what to do the man starts to laugh and reaches out to grab the gun from me."

answer: The wife was very nervous and unsure when using the gun from the safe. She dropped it on the ground and was unsure how to handle the situation when she was face to face with the assailant.

text: Calling her "the wife" again is unnecessary.

refinement: She was very nervous and unsure when using the gun from the safe. She dropped it on the ground and was unsure how to handle the situation when she was face to face with the assailant.

text: The words "from the safe" are a bit redundant since they're already in the question.

refinement: She was very nervous and unsure when using the gun. She dropped it on the ground and was unsure how to handle the situation when she was face to face with the assailant.

text: "I too grab the other gun from the safe and struggle to remind myself of the training that John and I took last summer at the Police shooting range."

text: "Now struggling in a panic at what to do the man starts to laugh and reaches out to grab the gun from me."

text: "In my nervous state, shocked at the things I am learning I unknowingly dropped the gun to the ground as it made a loud "thud" and a "scraping" sound across the gravel."

question: Why was the date the break in happened significant to the narrator?

answer: It was the day they were supposed to drive to the country.

text: The answer does explain who "they" are.

refinement: It was the day she and her husband were supposed to drive to the country.

text: Only saying "drive to the country" could make it sound like it was not a trip but just a short car ride.

refinement: It was the day she and her husband were supposed to leave on a long trip together.

text: "From that day fourth, I never could take that drive into the country."

text: "The day we had anticipated for months. We had everything packed and I was desperately trying to sleep for the long trip ahead of us."

answer: It was when her and her husband were supposed to go on a long trip

text: It was when she, not "her," was going on a trip.

refinement: It was when she and her husband were supposed to go on a long trip

text: There should be a period at the end of the sentence.

refinement: It was when she and her husband were supposed to go on a long trip.

text: "The day we had anticipated for months. We had everything packed and I was desperately trying to sleep for the long trip ahead of us."

answer: The date of the break-in was significant to the narrator because it was the day they had been anticipating for months - their wedding day. The break-in happened on the day that was supposed to be the happiest day of their lives, and it turned into a nightmare.

text: It wasn't their wedding day.

refinement: The date of the break-in was significant to the narrator because it was the day they had been anticipating for months. The break-in happened on the day that was supposed to be the happiest day of their lives, and it turned into a nightmare.

text: The repetition of "The date of the break-in was significant to the narrator" from the question is redundant.

refinement: It was the day they had been anticipating for months. The break-in happened on the day that was supposed to be the happiest day of their lives, and it turned into a nightmare.

text: Most of the second sentence has no basis in the original text.

refinement: It was the day they had been anticipating for months.

text: The answer should mention their trip.

refinement: It was the day they planned to leave on a trip they had been anticipating for months.

answer: The date the break in happened was significant to the narrator because it was the day they were supposed to leave for their honeymoon.

text: There is no mention of a honeymoon. It might be implied since they were recently married but I don't think the evidence is strong enough to warrant the statement.

refinement: The date the break in happened was significant to the narrator because it was the day they were supposed to leave.

text: The repetition of "The date the break in happened was significant to the narrator" is unnecessary since those words are in the question.

refinement: It was the day they were supposed to leave.

text: This doesn't answer why they are leaving.

refinement: It was the day they were supposed to leave on a long trip together.

question: What alerted the robbers to the wife?

answer: She dropped the gun.

text: I'd suggest using a personal pronoun for specificity.

text: "In my nervous state, shocked at the things I am learning I unknowingly dropped the gun to the ground as it made a loud "thud" and a "scraping" sound across the gravel."

answer: The wife heard a noise coming from the garage and alerted her husband.

text: This answers the wrong question. Instead of stating what alerted the robbers to her, it states what alerted her to the robbers.

answer: The wife heard a shatter from the garage.

text: This answers the wrong question. Instead of stating what alerted the robbers to her, it states what alerted her to the robbers.

answer: The sound of her accidently dropping her gun

text: The sentence is missing a period and accidentally is misspelled.

refinement: The sound of her accidentally dropping her gun.

text: "In my nervous state, shocked at the things I am learning I unknowingly dropped the gun to the ground as it made a loud "thud" and a "scraping" sound across the gravel."

question: How long have the couple been together?

answer: 5 years

text: The sentence is missing a period.

text: "5 years together and I've never known?"

answer: The couple has been together for 5 years.

text: This is factually correct but the words "the couple has been together" are unnecessary because they're in the question.

text: "5 years together and I've never known?"

answer: 5 years

text: The sentence is missing a period.

text: "5 years together and I've never known?"

answer: The couple has been together for five years.

text: This is factually correct but the words "the couple has been together" are unnecessary because they're in the question.

text: "5 years together and I've never known?"

question: Write a ~6 sentence summary.

answer: The protagonist wakes up to the sound of a gunshot in their home. They find their husband John in a standoff with two men who are trying to steal their car. The protagonist shoots one of the men and is shot in the process. The protagonist wakes up in the hospital and learns that John has died.

text: She doesn't wake to a gunshot sound.

refinement: The protagonist wakes up to a sound in their garage. They find their husband John in a standoff with two men who are trying to steal their car. The protagonist shoots one of the men and is shot in the process. The protagonist wakes up in the hospital and learns that John has died.

text: "The protagonist" can be referred to as "she" and "her" following the first sentence since the author does so.

refinement: The protagonist wakes up to a sound in her garage. She finds her husband John in a standoff with two men who are trying to steal their car. She shoots one of the men and is shot in the process. She wakes up in the hospital and learns that John has died.

text: She wakes her husband, then follows and finds him in the garage. Not saying so may be misleading.

refinement: The protagonist wakes up to a sound in their garage. She wakes her husband John, who goes to check it out. She finds him in a standoff with two men who are trying to steal their car. She shoots one of the men and is shot in the process. She wakes up in the hospital and learns that John has died.

answer: After a break-in at their home, the protagonist's husband is killed and she is shot. The assailants are arrested and the protagonist is left to deal with the aftermath of the tragedy. She is unable to go on the long drive into the country that she and her husband had planned for months.

text: For clarity's sake, saying "during" instead of "after" a break-in would be helpful so that it doesn't sound like her husband was shot in a separate incident.

refinement: During a break-in at their home, the protagonist's husband is killed and she is shot. The assailants are arrested and the protagonist is left to deal with the aftermath of the tragedy. She is unable to go on the long drive into the country that she and her husband had planned for months.

text: The second use of "protagonist" is unnecessary.

refinement: During a break-in at their home, the protagonist's husband is killed and she is shot. The assailants are arrested and she is left to deal with the aftermath of the tragedy. She is unable to go on the long drive into the country that she and her husband had planned for months.

answer: The narrator and her husband, John, are getting ready for a long trip. They hear a noise in the garage and John goes to investigate. The narrator calls the police, but the line is dead. She goes to the garage and sees John and two men arguing. She tries to shoot one of the men, but she drops her gun. The man shoots John, and the narrator shoots the man in the hand. She wakes up in the hospital and learns that John didn't make it.

answer: The narrator wakes her husband, John, up as she hears a weird sound coming from downstairs. John takes a gun and goes downstairs. After not hearing from John, the narrator gets up and grabs the second gun and goes to see what is happening. She tries to get outside from the garage but drops her gun and alerts the burglars of herself. A commotion occurs and in the midst, John gets shot and doesn't make it. This event haunts the narrator her whole life.

text: The last sentence, "This event haunts the narrator her whole life," cannot be corroborated. The reader is not told how much time has elapsed since the tragic event.

refinement: The narrator wakes her husband, John, up as she hears a weird sound coming from downstairs. John takes a gun and goes downstairs. After not hearing from John, the narrator gets up and grabs the second gun, and goes to see what is happening. She tries to get outside from the garage but drops her gun and alerts the burglars of herself. A commotion occurs and in the midst, John gets shot and doesn't make it. Replays of and questions about this event haunt the narrator in the days afterward.


text:
EdTech & Design
Makerspaces engage students to learn in and out of school...

[Facts on Ed Makerspaces]

Makerspaces are informal community or in-school learning spaces that offer tools and resources for community members and students to tinker with a mix of traditional technologies – such as cardboard, wood, recycled plastic, or fabric – and more cutting-edge technologies – such as 3D printers and scanners, robotics, laser cutters, open-source computers, microcontrollers, and sensors. Makerspaces can be found in community centres, libraries, schools, and other public spaces, including pop-up Makerspaces setup for single day events and mobile Makerspaces that reach remote populations. While definitions vary, there were an estimated 1,400 Makerspaces worldwide in 2016: 14 times as many as there were in 2006.

Makerspaces engage students to learn in and out of school, by providing opportunities to:

-   DEVELOP 21ST CENTURY EMPLOYMENT SKILLS through solving problems and thinking creatively.
-   LEARN THROUGH PLAY AT THEIR OWN PACE BY DEVELOPING SELF-CONFIDENCE through designing objects and creating them with 3D printers or through programming a robot.
-   DEEPEN WHAT IS LEARNED IN SCIENCE, TECHNOLOGY, ENGINEERING, ART AND MATHEMATICS (STEAM) CLASSES, by making connections with real-life tasks and problems. Makerspaces are especially useful for engaging students who have not thrived in a traditional school setting, since these subjects are often taught in separate classes without practical applications.
-   EXPLORE THEIR INTERESTS AND DEVELOP CREATIVE SOLUTIONS TO REAL-WORLD PROBLEMS, showing that solving complex social issues often requires multiple skills and people.
-   DEVELOP INTERGENERATIONAL RELATIONSHIPS AND BUILD COMMUNITIES through activities that draw from community expertise and build shared goals with community members. This allows knowledge and skills to be shared and personal connections to be created between people of all ages, including strengthening teacher-student relationships.
-   DEVELOP COLLABORATION SKILLS AND TEACH OTHERS WHAT THEY LEARN, so that children understand that they can take on a variety of roles, such as being a leader, a builder, an organizer, a planner, a technician, an engineer or a designer.
-   DEVELOP FINE MOTOR SKILLS through using manual tools. This includes connecting circuits, assembling small parts together, and cutting, gluing, polishing or sanding objects.
-   LEARN BY TRIAL AND ERROR, take risks, and persevere in challenging situations where they feel supported in “getting their hands dirty.”

Evidence suggests that Makerspaces help develop practical skills that increase student engagement and prepare children for the 21st century job market. Whether repairing an old radio, knitting with embedded wearables, or building a robot, Makerspaces allow students to explore their interests, develop their passions, and thrive in the classroom and beyond.

ADDITIONAL INFORMATION RESOURCES

Davidson, A.-L. (2017). You too can experience the “maker scream. Concordia University. Retrieved from www.concordia.ca/cunews/main/stories/2017/05/03/maker-scream-education-professor-saltise-winner-ann-louise-davidson.html

Davidson, A.-L. (2017). On Focus. Retrieved from www.linkedin.com/pulse/focus-ann-louise-davidson/

Davidson, A.-L. (2017). This Easter, Conquer the Impossible with Your Kids. Retrieved from www.linkedin.com/pulse/easter-conquer-impossible-your-kids-ann-louise-davidson/

REFERENCES

Andersson, P. (2015). _Digital fabrication and open concepts: An emergent paradigm of consumer electronics production_. (Bachelor thesis, Umeå University). Retrieved from www.diva-portal.org/smash/get/diva2:822484/FULLTEXT0

Davidson, A.-L., Price, D. (2018). Does Your School Have the Maker Fever? An Experiential Learning Approach to Developing Maker Competencies. _Learning Landscapes_, 11(1), 103-120. Retrieved from www.learninglandscapes.ca/index.php/learnland/article/view/926/918

Lou, N., & Peek, K. (2016). “By The Numbers: The Rise of the Makerspace.” _Popular Science_. Retrieved from www.popsci.com/rise-makerspace-by-numbers

Fleming, L. (2015). _World of making: Best practices for establishing a makerspace for your school._ Thousand Oaks, CA: Corwin.

Peppler, K., Halverson, E., & Kafai, Y. (Eds.). (2016). _Makeology: Makerspaces as learning environments_(Volume 1). New York, NY: Routledge.

Peppler, K., Halverson, E., & Kafai, Y. (Eds.). (2016). _Makeology: Makers as learners_ (Volume 2). New York, NY: Routledge.

Sheridan, K., Halverson, E. R., Litts, B., Brahms, L., Jacobs-Priebe, L., & Owens, T. (2014). Learning in the making: A comparative case study of three makerspaces. _Harvard Educational Review,_ 84, 505–531.

Meet the Expert(s)

[ANN-LOUISE DAVIDSON EDCAN NETWORK]

Dr. Ann-Louise Davidson

Associate Professor of Education at Concordia University

Ann-Louise Davidson (PhD) is an Associate Professor of Education at Concordia University, and holds a Concordia University Research Chair in Maker Culture. She is Associate Director of the Milieu...

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question:
Answer the following question based on the above passage:

What kinds of students might benefit from being part of Makerspaces?

answer:
Makerspaces hosts spaces where there are tools and resources (from traditional items like wood and fabric to modern equipment like 3D printers and sensors) available for students who want to use them.

Makerspaces are for students interested in science and technology so they could develop their skills as well as try out things they've learned in school. Students who are struggling in school and desire to explore their interests can also find Makerspaces valuable.

text: The beginning of the answer is irrelevant and doesn't answer the question. So, the model should consider removing it.

refinement: Makerspaces are for students interested in science and technology so they could develop their skills as well as try out things they've learned in school. Students who are struggling in school and desire to explore their interests can also find Makerspaces valuable.

text:
-The answer omits that it's also for students learning art, engineering, and mathematics (STEAM). It should state this as well.
-It also omits to specify that it's for students struggling in a traditional school setting. The answer should include this as well.

refinement: Makerspaces are for students interested in science, technology, engineering, art, and mathematics, otherwise known as STEAM classes, to develop their skills as well as try out things they've learned in school. Students struggling in a traditional school setting and desire to explore their interests can also find Makerspaces valuable.

answer: Makerspaces engage students who want to learn by solving problems and thinking creatively. Makerspaces are especially useful for engaging students who have not thrived in a traditional school setting and for helping students develop practical skills useful in the 21st century job market.

text: It fails to mention that it benefits students learning in the STEAM classes. The answer should include this detail.

refinement: Makerspaces engage students learning science, technology, engineering, arts, and mathematics, otherwise known as STEAM, who want to learn practically, solve problems, and think creatively. Makerspaces are especially useful for engaging students who have not thrived in a traditional school setting and for helping students develop practical skills useful in the 21st century job market.

answer: Some students benefit from Makerspaces when they aren't benefiting from or don't feel like they fit into a traditional education system. Makerspaces engage students to LEARN THROUGH PLAY AT THEIR OWN PACE, DEVELOP EmPLOYMENT SKILLS, deEPEN STEM STUDIES WITH PRACTICAL APPLICATIONS, and DEEPEN THE FINE MOTOR SKILLS ASSOCIATED WITH INDIUSTRIAL WORK.

text:
-Aspects of the answer are capitalized and shouldn't be so. The model should consider correcting this.
-Industrial is misspelled.

refinement: Some students benefit from Makerspaces when they aren't benefiting from or don't feel like they fit into a traditional education system. Makerspaces engage students to learn through play at their own pace, develop employment skills, deepen steam studies with practical applications, and deepen the fine motor skills associated with industrial work.

text: The first line should be rephrased more accurately.

refinement: Markerspaces is beneficial to students struggling with the traditional school setting. It is also helpful to students interested in creativity and practical learning. Makerspaces engage students to learn through play at their own pace, develop employment skills, deepen STEAM studies with practical applications, and deepen the fine motor skills associated with industrial work.

answer: Students who have not thrived in traditional school settings and who have an interest in science, technology, engineering, and mathematics would likely benefit from participating in Makerspaces. These spaces provide opportunities for students to learn by solving problems, take risks and explore interests.

text: The answer omitted arts. The learning classes are science, technology, engineering, arts, and mathematics, otherwise called STEAM. The answer should include it this way.

refinement: Students who have not thrived in traditional school settings and are interested in science, technology, engineering, arts, and mathematics would likely benefit from participating in Makerspaces. These spaces provide opportunities for students to learn by solving problems, take risks, and explore interests.

text: The last line of the answer contains wrong verb forms that should be corrected.

refinement: Students who have not thrived in traditional school settings and are interested in science, technology, engineering, arts, and mathematics would likely benefit from participating in Makerspaces. These spaces provide opportunities for students to learn by solving problems, taking risks, and exploring interests.

answer: Makerspaces may benefit students who need to improve their practical skills, and those who thrive from being able to design and create. They may also benefit students if they are into STEM and are looking to figure out what they may want to do in life.