text:
PAUL BRYAN JANECZKO (July 27, 1945 - February 19, 2019) was an American poet and anthologist. He published 40 books beginning in the 1980s, including poetry compilations, non-fiction guides for young writers, and books for teachers.

Early life

Janeczko was born on July 27, 1945 in Passaic, New Jersey. He was the son of Frank John and Verna (Smolak) Janeczko.[1] Janeczko was not a serious student when he was young. When he enrolled at St. Francis College in Maine he realized what he had missed. To quote Janeczko, “That’s when it dawned on me that it was time for me to start learning.”

Janeczko attended graduate school at John Carroll University in Ohio and then began teaching.

Career

He taught high school English for 22 years in Ohio, Massachusetts, and Maine. In 1990, Janeczko decided to leave the classroom in order to focus on poetry and his newborn daughter, Emma.

He issued a new poetry anthology in 2015, _The Death of the Hat: A Brief History of Poetry in 50 Objects._

Personal life

At the time of his death, Janeczko lived in western Maine with his wife and daughter. He visited schools in the United States and Europe, providing workshops for teachers and students. At home he continued to write books.

Janeczko was a member of the National Council of Teachers of English, Educators for Social Responsibility, New England Association of Teachers of English, and Maine Teachers of Language Arts.

Janeczko died on February 19, 2019 at the age of 73.[2]

Recognition

He received several awards, including

-   American Library Association Books for Young Adults,
-   American Library Association Notable Books,
-   New York Public Library Best Books
-   School Library Journal Best Young Adult Books of the Year

Works

Poetry

-   _Brickyard Summer_ (1999
-   _Stardust Hotel_ (1993)
-   _That Sweet Diamond: Baseball Poems_ (1998)
-   _Worlds Afire_ (2004)
-   _Wing Nuts: Screwy Haiku_ [with J. Patrick Lewis] (2006)
-   _Birds on a Wire, or, a Jewel Tray of Stars_ [with J. Patrick Lewis] (2007)

Novels

-   _Bridges to Cross_ (1986)
-   _Young Indiana Jones and the Pirates' Loot_ (1994)

Nonfiction and Professional Books

-   _Loads of Codes and Secret Ciphers_ (1988)
-   _Favorite Poetry Lessons_ [with Judy Lynch] (1998)
-   _Teaching 10 Fabulous Forms of Poetry_ [with Judy Lynch] (2000)
-   _How to Write Poetry_ (2001)
-   _Writing Funny Bone Poems_ (2001)
-   _Seeing the Blue Between: Advice and Inspiration for Young Poets_ (2002)
-   _Good for a Laugh: A Guide to Writing Amusing, Clever, and Downright Funny Poems_ (2003)
-   _Writing Winning Reports and Essays_ (2003)
-   _Opening a Door: Reading Poetry in the Middle School Classroom_ (2003)
-   _Top Secret: A Handbook of Codes, Ciphers, and Secret Writing_ (2004)
-   _How to Write Haiku and Other Short Poems_ (2004)
-   _Rhyming Dictionary_ [with Sun Young] (2006)

Anthologies

-   _The Crystal Image_ (1977)
-   _Postcard Poems: A Collection of Poetry for Sharing_ (1979)
-   _Don't Forget to Fly: A Cycle of Modern Poems_ (1981)
-   _Poetspeak: In Their Work, About Their Work, A Special Kind of Poetry Anthology_ (1983)
-   _Strings: A Gathering of Family Poems_ (1984)
-   _Pocket Poems: Poems Selected for a Journey_ (1985)
-   _This Delicious Day: 65 Poems_ (1987)
-   _Going Over to Your Place: Poems for Each Other_ (1987)
-   _The Music of What Happens: Poems That Tell Stories_ (1988)
-   _The Place My Words Are Looking For: What Poets Say About and Through Their Work_ (1990)
-   _Preposterous: Poems of Youth_ (1991)
-   _Looking for Your Name: A Collection of Contemporary Poems_ (1993)
-   _Poetry from A to Z: A Guide for Young Writers_ (1994)
-   _Wherever Home Begins: 100 Contemporary Poems_ (1995)
-   _I Feel a Little Jumpy Around You: A Book of Her Poems & His Poems Presented in Pairs_ [with Naomi Shihab Nye] (1996)
-   _Home on the Range: Cowboy Poetry_ (1997)
-   _Very Best (Almost) Friends: Poems of Friendship_ (1999)
-   _Stone Bench In An Empty Park_ (2000)
-   _A Poke in the I: A Collection of Concrete Poems_ (2001)
-   _Dirty Laundry Pile: Poems in Different Voices_ (2001)
-   _Blushing: Expressions of Love in Poems and Letters_ (2004)
-   _A Kick in the Head: An Everyday Guide to Poetic Forms_ (2005)
-   _Hey, You! Poems to Skyscrapers, Mosquitoes, and Other Fun Things_ (2007)
-   _The Death of the Hat: A Brief History of Poetry in 50 Objects_ (2015)

[1]

[2]

title: Paul Janeczko

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

Summarize Janeczko's early education.

answer: Janeczko was not a serious student when he was young. He enrolled at St. Francis College in Maine, and realized what he had missed.

text: The second sentence can imply more of a temporal link with its phrasing.

refinement: Janeczko was not a serious student when he was young. When he enrolled at St. Francis College in Maine, he realized what he had missed.

answer: Janeczko was not a serious student when he was young. He enrolled at St. Francis College in Maine, and realized what he had missed.

answer: He was not a serious student when he was young and became serious when he enrolled in St. Francis College and when he was taught by them he realized what he had missed.

text: Phrasing can be polished.

refinement: He was not a serious student when he was young. When he enrolled in St. Francis College, he realized what he had missed and became serious.

answer: He enrolled at St. Francis College in Maine when he realized what he had missed. He concluded he was not a serious student.

text: Incorrect--he was not a serious student prior to enrolling at St. Francis College, not after.

refinement: He was not a serious student when he was young. He enrolled at St. Francis College in Maine when he realized what he had missed.

text: The causality in the second sentence is backwards.

refinement: He was not a serious student when he was young. When he enrolled at St. Francis College in Maine, he realized what he had missed.

answer: He was not a serious student when he was young. He enrolled at St. Francis College in Maine after realizing what he had missed when he was a student. He went to graduate school at John Carroll University in Ohio and then began teaching.

text: The causality in the second sentence is backwards.

refinement: He was not a serious student when he was young. When he enrolled at St. Francis College in Maine, he realized what he had missed. He went to graduate school at John Carroll University in Ohio and then began teaching.

text: The last line is unnecessary.

refinement: He was not a serious student when he was young. When he enrolled at St. Francis College in Maine, he realized what he had missed.

answer: He wasn't a serious student when he enrolled at St. Francis College in Maine.

text: The answer fails to highlight his shift in perspective.

refinement: He wasn't a serious student when he enrolled at St. Francis College in Maine. After enrolling, however, he realized what he had missed.

answer: He was not a serious student when he was young. He enrolled at St. Francis College in Maine after realizing what he had missed when he was a student.

answer: Janeczko was not a serious student when he was young and became serious when he enrolled in St. Francis College and when he was taught by them he realized what he had missed.

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

What was Janeczko's teaching career like?

answer: Janeczko was a teacher for 22 years teaching English at high schools in Ohio, Massachusetts, and Maine, until he stopped teaching in 1990 to focus on poetry writing. He continued teaching then on, visiting schools in the United States and Europe.

text: It is unclear in the article when he made these trips.

refinement: Janeczko was a teacher for 22 years teaching English at high schools in Ohio, Massachusetts, and Maine, until he stopped teaching in 1990 to focus on poetry writing. He also visited schools in the United States and Europe, providing workshops for teachers and students.

answer: He taught high school English for 22 years in Ohio, Massachusetts, and Maine.

answer: He taught high school English for 22 years in Ohio, Massachusetts, and Maine. That was for 22 years. He then left to focus on his poetic career.

text: The statement that that was for 22 years is redundant, as that was already mentioned.

refinement: He taught high school English for 22 years in Ohio, Massachusetts, and Maine. He then left to focus on his poetic career.

answer: Janeczko taught high school English for 22 years in Ohio, Massachusetts, and Maine. He left the classroom in 1990 to focus on poetry and his newborn daughter.

answer: Janeczko was a teacher for 22 years teaching English at high schools in Ohio, Massachusetts, and Maine, until he left the classroom in 1990. He continued teaching then on, visiting schools in the United States and Europe.

text: The timing of when he visited schools isn't clear in the article.

refinement: Janeczko was a teacher for 22 years teaching English at high schools in Ohio, Massachusetts, and Maine, until he left the classroom in 1990. He also visited schools in the United States and Europe and provided workshops for teachers and students.

answer: He taught high school English for 22 years in Ohio, Massachusetts, and Maine. That was for 22 years.

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

What was Janeczko's personal life like?

answer: He married his high school sweetheart and the couple had a daughter. He enjoyed traveling the United States and Europe, providing workshops for teachers and students. He was a member of the National Council of Teachers of English, Educators for Social Responsibility, New England Association of Teachers of English, and Maine Teachers of Language Arts.

text: The statement that he married his highschool sweetheart is unattested.

refinement: He and his wife had a daughter. He enjoyed traveling the United States and Europe, providing workshops for teachers and students. He was a member of the National Council of Teachers of English, Educators for Social Responsibility, New England Association of Teachers of English, and Maine Teachers of Language Arts.

answer: He lived in western Maine with his wife and daughter. He visited schools in the United States and Europe, providing workshops for teachers and students. At home he continued to write books.

answer: He lived in western Maine with his wife and daughter. He visited schools in the United States and Europe, providing workshops for teachers and students. At home he continued to write books.

answer: He lived in Maine, with his wife and daughter. He visited schools in the U.S. and other countries, providing workshops for teachers and students. He spent his free time writing books and teaching at St. Francis College, where he started to teach in 1976.

text: The line about teaching at St. Francis College is unattested.

refinement: He lived in Maine, with his wife and daughter. He visited schools in the U.S. and other countries, providing workshops for teachers and students. He spent his free time writing books.


split: train

text:
I found this in my email from way back in high school. Little to no research was involved, so please excuse any inaccuracy.

The pounding of hooves grew stronger, as their cheers grew louder. His back stiffened as his heart began to slow. The horse’s breathing became strong and rhythmic. As he lowered the lance, the world was lost to the sounds of a slow pounding thud.

Thud.

“You awake in there?”

	The boy was lying in a large puddle of blood as the voices continued to speak.

“What do you mean he’s not talking? I put good money on that child and he was supposed to win. Don’t tell me I can’t show that waste of space what he is worth to me before—“

“Sire, please. The boy will be ready for the next fair. I swear.”

“I’ve had enough of this nonsense. This…this boy will either win or his blood won’t be the only one shed next time,” was the only thing the Duke managed to get out before he stormed out of the stable.

“Thanks,” the boy mumbled between his blood stained teeth.

“Don’t mention it William, just get up and help me clean up this mess.”

Timothy had been training William for sometime now and he knew better than to flatter him or tell him that he tried his best. William never liked that kind of stuff. He was stern and headstrong and he knew that the Duke meant business. The next fair he would have to face the Stranagor’s knight. Roland.

Weeks that followed seemed to crawl by as William’s hard work became ingrained into his mind. All he could think of was Roland and his greasy smile. Roland saw no honor in the game. He did not fight for the church. He did not fight for his honor and not even for his most recent wench, but he fought for his money; and it was the money that he would die for.

Click. His boots were set. His mind racing. Straps tightened and greaves on. The bones creaked under the weight of his chest piece. He felt the cold unrelenting steel between his fingers and his nerves began to tremble. Steam began to seep through the slits in his helmet as he mounted his steed and retrieved his lance. He could feel the slow rising and falling of the horse’s chest as he rode out to face his opponent.

Roland was waiting with his sick twisted smile hidden beneath solid black steel. William knew it was time. The signal was sent and William’s heart began beat furiously as his horse’s hooves pounded against the dirt. He raised his lance directly at the slit between Roland’s helmet and breastplate and rode on. He clenched his teeth as he waited for impact. His arm began to ache as the splinters began to fly. He could almost feel the hot liquids splatter inside Roland’s helmet as the short screams of agony bellowed as a response. William turned his horse towards the roaring crowd.

title: A Medieval Knight's Tale

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

How was the boy injured?

answer: The boy was injured by a lance to the chest during a jousting match.

text: There is no evidence that the injury the boy sustained was to his chest.

refinement: The boy was injured during a jousting match.

text: "As he lowered the lance, the world was lost to the sounds of a slow pounding thud" is evidence that the boy was injured during a jousting match.

answer: The boy, William, was injured in a jousting tournament.

text: "As he lowered the lance, the world was lost to the sounds of a slow pounding thud" is evidence that the boy was injured during a jousting match.

answer: The boy was injured by a lance to the body during an event at the fair.

text: "As he lowered the lance, the world was lost to the sounds of a slow pounding thud" is evidence that the boy was likely injured by his opponent's lance.

text: "The boy will be ready for the next fair" is evidence that the match took place at the fair.

answer: The boy was hurt when the Duke said that he's either going to win or have his blood be shed.

text: This is incorrect--the boy sustained a physical injury, as evidenced by the line "The boy was lying in a large puddle of blood."

refinement: The boy was injured during a jousting match.

answer: He wasn't just injured

text: Does not answer the question being asked.

text: Empty answer.

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

Who is William?

answer: William is a medieval knight who is fighting against Roland in a jousting competition.

text: The title ("A Medieval Knight's Tale") is evidence that William is a medieval knight.

text: "The next fair he would have to face the Stranagor’s knight. Roland" is evidence that William is going up against Roland.

answer: William is a medieval knight who is intent on defeating Roland at the next fair.

text: The title ("A Medieval Knight's Tale") is evidence that William is a medieval knight.

text: "The next fair he would have to face the Stranagor’s knight. Roland" is evidence that William is going up against Roland.

answer: William is the boy, and he is fighting in what seems to be a jousting tournament.

text: Does not mention that William is a medeival knight.

refinement: William is a medeival knight, and he is fighting in what seems to be a jousting tournament.

text: The fact that William fights with a lance ("As he lowered the lance") is evidence that he is participating in a jousting match.

answer: William is a knight, presumably.

text: The title ("A Medieval Knight's Tale") implies that William, the main character is a knight.

answer: William is apparently a contestant in some sort of jousting sport.

text: Does not mention that William is implied to be a medeival knight.

refinement: William is a medeival knight who is apparently a contestant in some sort of jousting sport.

text: The fact that William fights with a lance ("As he lowered the lance") suggests he is participating in some sort of jousting match.

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

What is the relationship between Timothy and the Duke?

answer: Timothy is a knight training William.

text: This does not answer the question.

text: Empty answer.

answer: The Duke is Timothy's employer. He participates in competitions in order to earn money for the Duke.

text: There is no evidence that Timothy participates in competitions. Rather, he is training William for that purpose.

refinement: The Duke is Timothy's employer. He is training William to participate in competitions in order to earn money for the Duke.

text: While not explicitly stated, Timothy's interactions with the Duke (example: "Sire, please. The boy will be ready for the next fair. I swear") seem to imply that he works for the Duke.

answer: That information can't be found.

text: While the relationship is not explicitly stated, it can be inferred that Timothy works for the Duke.

refinement: It is implied that Timothy works for the Duke.

answer: It's not clear, but Timothy seems to be his subordinate. Timothy trains the Duke's jouster.

text: "Timothy had been training William for sometime now" is evidence that Timothy trains the Duke's jouster (William).

text: The way Timothy addresses the Duke ("Sire, please. The boy will be ready for the next fair. I swear") implies that he is the Duke's subordinate.

answer: The Duke is Timothy's boss, and is displeased with William's performance. Timothy is William's trainer.

text: The second sentence should be framed in a way to elaborate on the relationship between Timothy and the Duke, as that is what's being asked about.

refinement: The Duke is Timothy's boss, and is displeased with William's performance. Timothy is training William, the Duke's jouster.

text: The way Timothy addresses the Duke ("Sire, please. The boy will be ready for the next fair. I swear") implies that the Duke is Timothy's boss.

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

What happens at the fair?

answer: At the fair, William competes against Roland, a rival knight. William defeats Roland, causing him to scream in agony.

text: "He could almost feel the hot liquids splatter inside Roland’s helmet as the short screams of agony bellowed as a response" is evidence that William manages to defeat Roland.

answer: William and Roland joust in the jousting match. William wins the match.

text: "He could almost feel the hot liquids splatter inside Roland’s helmet as the short screams of agony bellowed as a response" is evidence that William defeats Roland and wins the match.

answer: William participates in jousting, against Roland. He wins and people cheer.

text: "He could almost feel the hot liquids splatter inside Roland’s helmet as the short screams of agony bellowed as a response" is evidence that William beats Roland.

text: "William turned his horse towards the roaring crowd" is evidence that people cheer in reaction to William's win.

answer: At the fair, William rides his horse against Roland. The two collide with their lances causing huge damage to Roland. William then rides back to the cheering crowd.

text: The answer could more explicitly state that William wins the match.

refinement: At the fair, William rides his horse against Roland. The two collide with their lances causing huge damage to Roland. William, having defeated Roland and won the match, then rides back to the cheering crowd.

text: "William turned his horse towards the roaring crowd" is evidence that the crowd cheers.

answer: The fair has/is a jousting competition.

text: This answer does not mention that William faces off against Roland.

refinement: The fair has/is a jousting competition. William faces off in a jousting match against Roland.

text: This answer does not mention that William wins the match.

refinement: The fair has/is a jousting competition. William faces off in a jousting match against Roland. William manages to land a blow against Roland, defeating him and winning the match.

question: Write a ~4 sentence summary.

answer: William and Roland are set to face the Duke at the fair. William is being paid to play, but it seems Roland is willing to die for his money. William mounts his horse and rides towards a solid steel helmet. William pierces Roland's jaw and the crowd roars.

text: William is fighting for the Duke, not against him.

refinement: William, the Duke's jouster, is facing off against Roland at the fair. William is being paid to play, but it seems Roland is willing to die for his money. William mounts his horse and rides towards a solid steel helmet. William pierces Roland's jaw and the crowd roars.

text: The second sentence is not a key detail that needs to be summarized.

refinement: William, the Duke's jouster, is facing off against Roland at the fair. William mounts his horse and rides towards a solid steel helmet. William pierces Roland's jaw and the crowd roars.

text: It is not clear that William pierces Roland specifically in the jaw,

refinement: William, the Duke's jouster, is facing off against Roland at the fair. William mounts his horse and rides towards a solid steel helmet. William pierces Roland through his helmet and the crowd roars.

text: Could be explicitly stated that William wins the match.

refinement: William, the Duke's jouster, is facing off against Roland at the fair. William mounts his horse and rides towards a solid steel helmet. William pierces Roland through his helmet, winning the match, and the crowd roars.

answer: The Duke is angry at Timothy and William when William is defeated at a jousting fair. He threatens Timothy that if William loses next time, William's blood won't be the only one to shed. Timothy trains William until the next competition where William will be facing off with Roland, who has no honor. At the fair , William wins.

text: The relationships between The Duke, Timothy, and William are unclear.

refinement: The Duke is angry when William, his jouster, is defeated at a jousting fair. He threatens Timothy, William's trainer, that if William loses next time, William's blood won't be the only one to shed. Timothy trains William until the next competition where William will be facing off with Roland, who has no honor. At the fair , William wins.

text: Unnecessary space.

refinement: The Duke is angry when William, his jouster, is defeated at a jousting fair. He threatens Timothy, William's trainer, that if William loses next time, William's blood won't be the only one to shed. Timothy trains William until the next competition where William will be facing off with Roland, who has no honor. At the fair, William wins.

text: More details could be given about William's win.

refinement: The Duke is angry when William, his jouster, is defeated at a jousting fair. He threatens Timothy, William's trainer, that if William loses next time, William's blood won't be the only one to shed. Timothy trains William until the next competition where William will be facing off with Roland, who has no honor. At the fair, William pierces his lance through Roland's helmet and wins the match.

answer: William lives in a location of ancient times, a place overflowing with pompous and corrupt politicians. He is an athlete who needs to prove something to the pompous folks. During a lance game, he is gravely injured and his life bleeds itself over. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: The statement that the setting is full of pompous and corrupt politicians is unattested.

refinement: William lives in a location of ancient times. He is an athlete who needs to prove something to the pompous folks. During a lance game, he is gravely injured and his life bleeds itself over. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: There is no evidence that William's motivation is to prove himself to pompous folks.

refinement: William lives in a location of ancient times. He is an athlete. During a lance game, he is gravely injured and his life bleeds itself over. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: It could be stated that William is specifically a knight, rather than an athlete.

refinement: William lives in a location of ancient times. He is an knight. During a lance game, he is gravely injured and his life bleeds itself over. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: The time period could be further specified.

refinement: William lives in medeival times. He is an knight. During a lance game, he is gravely injured and his life bleeds itself over. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: First two sentences can be combined.

refinement: William is a medeival knight. During a lance game, he is gravely injured and his life bleeds itself over. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: William is not gravely injured; he simply is injured and loses.

refinement: William is a medeival knight. During a lance game, he is injured and loses the match. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: Does not mention the Duke.

refinement: William is a medeival knight. During a lance game, he is injured and loses the match. The Duke, who william is fighting for, threatens William's trainer, Timothy, saying that his blood will be shed if William doesn't win his next match. Later on, he has to prove himself to his rival, Roland, a sportsman with no genuine code of honor.

text: There is not evidence that William feels the need to prove himself to Roland.

refinement: William is a medeival knight. During a lance game, he is injured and loses the match. The Duke, who william is fighting for, threatens William's trainer, Timothy, saying that his blood will be shed if William doesn't win his next match. William faces off against Roland, a sportsman with no genuine code of honor.

text: The summary does not state the outcome of the match.

refinement: William is a medeival knight. During a lance game, he is injured and loses the match. The Duke, who william is fighting for, threatens William's trainer, Timothy, saying that his blood will be shed if William doesn't win his next match. William faces off against Roland, a sportsman with no genuine code of honor. William lands a blow through Roland's helmet, winning the match.

answer: William, a medieval knight, prepares for a bout at the local fair. He faces Roland, the enemy knight. When the signal is given, William charges at his opponent with his lance and injures him fatally. The crowd roars its approval.

text: Does not mention the Duke or Timothy.

refinement: William, a medieval knight, prepares for a bout at the local fair. The Duke is upset about William's previous loss and threatens William's trainer, Timothy, in the event that William does not win his next match. William faces Roland, the enemy knight. When the signal is given, William charges at his opponent with his lance and injures him fatally. The crowd roars its approval.

text: Could explicitly state that William wins the match.

refinement: William, a medieval knight, prepares for a bout at the local fair. The Duke is upset about William's previous loss and threatens William's trainer, Timothy, in the event that William does not win his next match. William faces Roland, the enemy knight. When the signal is given, William charges at his opponent with his lance and injures him fatally, winning the match. The crowd roars its approval.

answer: The teenage boy William trains to become a medieval knight. During a tournament, he charges his opponent and manages to inflict critical damage. Even though the fight was brutal, William emerged victorious.

text: William is not training to be a knight. He is a knight and is training as a jouster.

refinement: The medeival knight, William, trains as a jouster. During a tournament, he charges his opponent and manages to inflict critical damage. Even though the fight was brutal, William emerged victorious.

text: Does not mention the Duke.

refinement: The medeival knight, William, trains as a jouster. The Duke, who has bet money on William, is furious about Williams previous loss and demands that his trainer, Timothy, ensure William wins his next match. During a tournament, he charges his opponent and manages to inflict critical damage. Even though the fight was brutal, William emerged victorious.


text:
The 249TH AIRLIFT SQUADRON is an inactive unit of the Alaska Air National Guard, formerly located at Joint Base Elmendorf–Richardson, Alaska and assigned to the 176th Wing. The 249th was an associate unit of the 517th Airlift Squadron, which was equipped with the Boeing C-17 Globemaster III.

Mission

The 249th's mission was strategic airlift of troops and cargo to main operating bases or forward locations worldwide. It also conducted theater airlift, aeromedical evacuation and tactical airdrop missions. Tactics to accomplish the mission include air refueling, low-level contour navigation and use of night vision goggles. Its crews mix with crews from the active-duty Air Force 517th Airlift Squadron to fly eight Boeing C-17 Globemaster III jets around the world. In the event of mobilization the squadron would become an element of Pacific Air Forces.[1]

History

In association with the 517th, the Alaska Air National Guard established a detachment of the 176th Operations Group in 2007 to fly airlift missions. The detachment was organized under the “classic” association model in which the 517th retained principal responsibility for the aircraft flown. Although the 517th and the detachment were administratively separate, they were operationally and functionally integrated for performance of missions.[2] Missions flown by the detachment included combat missions in support of Operation Iraqi Freedom and Operation Enduring Freedom in mid-summer of 2007.

On 1 September 2009, with the expansion of the mission, the 249TH AIRLIFT SQUADRON was activated and absorbed the personnel and mission of the detachment. The squadron achieved initial operational capability sixteen days later.[3]

Following the January 2010 Haiti earthquake members of the 249th and three C-17s deployed to Jackson Air National Guard Base to fly cargo and relief assistance personnel to the destroyed areas of Haiti. At Jackson, they integrated with the 183rd Airlift Squadron of the Mississippi Air National Guard. Squadron members flew equipment like fire trucks and fork lifts into Haiti, while evacuating more than 800 refugees on the return trips.[4] In July of that same year, a C-17 flown by a joint crew of the 249th and 517th crashed while practicing for an airshow, killing the four crewmembers aboard the plane.[5]

In the fall of 2011, the squadron once again participated in a major disaster relief operation, when it transported Sikorsky HH-60 Pave Hawk helicopters of the 176th Group to the northeastern United States to assist in recover from Hurricane Irene.[6]

In 2017, the 144th Airlift Squadron, the oldest flying squadron in the Alaska Air National Guard transferred its Lockheed C-130 Hercules aircraft. In order to maintain the 144th as an active unit, the 249th was inactivated and its personnel and equipment were transferred to the 144th in August 2018.[7]

Lineage

-   Established as the 249TH AIRLIFT SQUADRON and allotted to the Alaska Air National Guard

    Activated on 1 September 2009[8]
    Inactivated c. 4 August 2018[9]

Assignments

-   176th Operations Group, 1 September 2009 – c. 4 August 2018[10][11]

Stations

-   Kulis Air National Guard Base, Alaska, 1 September 2009

    Joint Base Elmendorf–Richardson, Alaska, 18 February 2011 – c. 4 August 2018[12][13]

Aircraft

-   Boeing C-17 Globemaster III, 2007–2018[14]

[1]

[2]

[3]

[4]

[5]

[6]

[7]

[8]

[9]

[10]

[11]

[12]

[13]

[14] The aircraft flown by the 249th were assigned to the 517th Airlift Squadron of the 3d Wing. It was not assigned aircraft of its own.

title: 249th Airlift Squadron

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

Summarize the operational history of the 249th Airlift Squadron.

answer: The 249th Airlift Squadron, established by the Alaskan National Guard as a detachment of the 176th Operations Group, was associated with the 517th, who had the principal responsibility. They flew combat missions supporting the Operations Iraqi Freedom and Enduring Freedom in 2007. The Squadron became active and operationally capable in 2009. They flew relief missions after the Haiti earthquake in January 2010. They flew another relief mission in 2011, assisting the recovery efforts from Hurricane Irene. The Squadron was deactivated and absorbed into the 144th Airlift Squadron to keep it active in 2018.

text: "They flew combat missions supporting the Operations Iraqi Freedom and Enduring Freedom in 2007." - this is inaccurate and irrelevant because the 249th wasn't even activated yet in 2007.

refinement: The 249th Airlift Squadron, established by the Alaskan National Guard as a detachment of the 176th Operations Group, was associated with the 517th, who had the principal responsibility. The Squadron became active and operationally capable in 2009. They flew relief missions after the Haiti earthquake in January 2010. They flew another relief mission in 2011, assisting the recovery efforts from Hurricane Irene. The Squadron was deactivated and absorbed into the 144th Airlift Squadron to keep it active in 2018.

text: "The 249th Airlift Squadron, established by the Alaskan National Guard as a detachment of the 176th Operations Group, was associated with the 517th, who had the principal responsibility." - this is confusing and needs a rewrite.

refinement: The 249th Airlift Squadron is an inactive unit of the Air National Guard assigned to the 176th Wing. The Squadron became active and operationally capable in 2009. They flew relief missions after the Haiti earthquake in January 2010. They flew another relief mission in 2011, assisting the recovery efforts from Hurricane Irene. The Squadron was deactivated and absorbed into the 144th Airlift Squadron to keep it active in 2018.

text: "keep it active in 2018" - must clarify what squadron needs to be kept active.

refinement: The 249th Airlift Squadron is an inactive unit of the Air National Guard assigned to the 176th Wing. The Squadron became active and operationally capable in 2009. They flew relief missions after the Haiti earthquake in January 2010. They flew another relief mission in 2011, assisting the recovery efforts from Hurricane Irene. The Squadron was deactivated and absorbed into the 144th Airlift Squadron to keep the 144th active in 2018.

answer: The 249th Airlift Squadron was activated on 1 September 2009 as an associate unit of the 517th Airlift Squadron and based at Joint Base Elmendorf-Richardson. The squadron's mission was to provide strategic, theater and tactical airlift of troops and cargo worldwide. The squadron flew Boeing C-17 Globemaster III jets. In 2011, the squadron participated in major disaster relief operations. On 1 September 2018, the 249th was inactivated and its personnel and equipment were transferred to the 144th Airlift Squadron.

text: "and" - add a comma.

refinement: The 249th Airlift Squadron was activated on 1 September 2009 as an associate unit of the 517th Airlift Squadron and based at Joint Base Elmendorf-Richardson. The squadron's mission was to provide strategic, theater, and tactical airlift of troops and cargo worldwide. The squadron flew Boeing C-17 Globemaster III jets. In 2011, the squadron participated in major disaster relief operations. On 1 September 2018, the 249th was inactivated and its personnel and equipment were transferred to the 144th Airlift Squadron.

text: Must add where they were deployed and the relief mission they flew in 2010.

refinement: The 249th Airlift Squadron was activated on 1 September 2009 as an associate unit of the 517th Airlift Squadron and based at Joint Base Elmendorf-Richardson. The squadron's mission was to provide strategic, theater, and tactical airlift of troops and cargo worldwide. The squadron flew Boeing C-17 Globemaster III jets. Members of the 249th and three C-17s were deployed to Jackson Air National Guard Base to fly cargo and relief assistance personnel to the destroyed areas of Haiti. The squadron also participated in a major relief operation in 2011 when it transported helicopters to assist recovery efforts due to Hurricane Irene. On 1 September 2018, the 249th was inactivated and its personnel and equipment were transferred to the 144th Airlift Squadron.

text: "On 1 September 2018" - this is inaccurate. The squadron was inactivated on August 4, 2018.

refinement: The 249th Airlift Squadron was activated on 1 September 2009 as an associate unit of the 517th Airlift Squadron and based at Joint Base Elmendorf-Richardson. The squadron's mission was to provide strategic, theater, and tactical airlift of troops and cargo worldwide. The squadron flew Boeing C-17 Globemaster III jets. Members of the 249th and three C-17s were deployed to Jackson Air National Guard Base to fly cargo and relief assistance personnel to the destroyed areas of Haiti. The squadron also participated in a major relief operation in 2011 when it transported helicopters to assist recovery efforts due to Hurricane Irene. On 4 August 2018, the 249th was inactivated and its personnel and equipment were transferred to the 144th Airlift Squadron.

answer: The 249th Airlift Squadron began in association with the 517th Airlift Squadron of the 175th Operations Group to fly airlift missions. They received combat missions in support of Operation Iraqi Freedom and Operation Enduring Freedom in mid-summer of 2007. Subsequently, the squadron was activated and absorbed the personnel and missions of the attached detachment. The 249th flew cargo and relief assistance personnel to the destroyed areas of Haiti and transported Sikorsky HH-60 Pave Hawk helicopters to the United States in the fall of 2011. The squadron was inactivated in 2017.

text: "The 249th Airlift Squadron began in association with the 517th Airlift Squadron of the 175th Operations Group to fly airlift missions." - this is inaccurate. The 249th didn't begin in association with the 517th, they were an associate unit of the 517th. The 175th is also incorrect - it is the 176th.

refinement: The 249th Airlift Squadron was an associate unit of the 517th Airlift Squadron assigned to the 176th Operations Group to fly airlift missions. They received combat missions in support of Operation Iraqi Freedom and Operation Enduring Freedom in mid-summer of 2007. Subsequently, the squadron was activated and absorbed the personnel and missions of the attached detachment. The 249th flew cargo and relief assistance personnel to the destroyed areas of Haiti and transported Sikorsky HH-60 Pave Hawk helicopters to the United States in the fall of 2011. The squadron was inactivated in 2017.

text: "They received combat missions in support of Operation Iraqi Freedom and Operation Enduring Freedom in mid-summer of 2007." - this is incorrect because the 249th wasn't activated yet in 2007.

refinement: The 249th Airlift Squadron was an associate unit of the 517th Airlift Squadron assigned to the 176th Operations Group to fly airlift missions. Subsequently, the squadron was activated and absorbed the personnel and missions of the attached detachment. The 249th flew cargo and relief assistance personnel to the destroyed areas of Haiti and transported Sikorsky HH-60 Pave Hawk helicopters to the United States in the fall of 2011. The squadron was inactivated in 2017.

text: "Subsequently, the squadron was activated and absorbed the personnel and missions of the attached detachment." - this doesn't make any sense and should be removed.

refinement: The 249th Airlift Squadron was an associate unit of the 517th Airlift Squadron assigned to the 176th Operations Group to fly airlift missions. The 249th flew cargo and relief assistance personnel to the destroyed areas of Haiti and transported Sikorsky HH-60 Pave Hawk helicopters to the United States in the fall of 2011. The squadron was inactivated in 2017.

text: Needs to fix all coverage issues such as where the squadron went in 2011, the Haiti mission, when they were activated, their inactivation, and other inconsistencies.

refinement: The 249th Airlift Squadron is an inactive unit of the Alaska Air National Guard and an associate unit of the 517th Airlift Squadron assigned to the 176th Operations Group. The 249th's mission was the strategic airlift of troops and cargo to main operating bases or forward locations worldwide. It also conducted theater airlift, aeromedical evacuation, and tactical airdrop missions. The 249th was activated on September 1, 2009. In 2010, members of the squadron flew cargo and relief assistance personnel to the destroyed areas of Haiti. The 249th also transported Sikorsky HH-60 Pave Hawk helicopters to the northeastern US to assist with Hurricane Irene relief efforts in 2011. The squadron was inactivated in 2017 to maintain the oldest National Guard squadron - the 144th Airlift Squadron - as an active unit. The personnel and equipment of the 249th were transferred to the 144th in August 2018.

answer: The 249th was formed in 2009 and was active as an element of the 176th Wing. It was based of Kulis Air National Guard Base, with an aircraft of its own. In 2012, it participated in a rescue missions during and after a Hurricane, and again during the cholera epidemic. It was inactivated in 2018.

text: "of" - replace with "out of"

refinement: The 249th was formed in 2009 and was active as an element of the 176th Wing. It was based out of Kulis Air National Guard Base, with an aircraft of its own. In 2012, it participated in a rescue missions during and after a Hurricane, and again during the cholera epidemic. It was inactivated in 2018.

text: "a rescue missions" - remove "a"

refinement: The 249th was formed in 2009 and was active as an element of the 176th Wing. It was based out of Kulis Air National Guard Base, with an aircraft of its own. In 2012, it participated in rescue missions during and after a Hurricane, and again during the cholera epidemic. It was inactivated in 2018.

text: "In 2012, it participated in rescue missions during and after a Hurricane, and again during the cholera epidemic." - this is incorrect and missing some details. It was in 2011, and the 249th participated in a major disaster relief operation during hurricane Irene. There was no cholera epidemic.

refinement: The 249th was formed in 2009 and was active as an element of the 176th Wing. It was based out of Kulis Air National Guard Base, with an aircraft of its own. In 2011, it participated in a major disaster relief operation during hurricane Irene, transporting Sikorski helicopters to assist in recovery operations. It was inactivated in 2018.

text: Missing the part where the squadron went to Haiti.

refinement: The 249th was formed in 2009 and was active as an element of the 176th Wing. It was based out of Kulis Air National Guard Base, with an aircraft of its own. Members of the 249th and three C-17s were deployed to Jackson Air National Guard Base to fly cargo and relief assistance personnel to the destroyed areas of Haiti. In 2011, it participated in a major disaster relief operation during hurricane Irene, transporting Sikorski helicopters to assist in recovery operations. It was inactivated in 2018.

answer: The 249th Airlift Squadron was activated on 1 September 2009, associated with the 517th Airlift Squadron and assigned eight Boeing C-17 Globemaster III jets for strategic airlift of troops and cargo. In the event of mobilization, the squadron would be an element of Pacific Air Forces. From 2007-2010, the squadron participated in disaster relief operations and deployed C-17s to Jackson Air National Guard Base following the 2010 Haiti earthquake. In 2017, the 144th Airlift Squadron transferred its Lockheed C-130 Hercules aircraft, leading to the inactivation of the 249th Airlift Squadron c. 4 August 2018.

text: "and" - add a comma

refinement: The 249th Airlift Squadron was activated on 1 September 2009, associated with the 517th Airlift Squadron, and assigned eight Boeing C-17 Globemaster III jets for strategic airlift of troops and cargo. In the event of mobilization, the squadron would be an element of Pacific Air Forces. From 2007-2010, the squadron participated in disaster relief operations and deployed C-17s to Jackson Air National Guard Base following the 2010 Haiti earthquake. In 2017, the 144th Airlift Squadron transferred its Lockheed C-130 Hercules aircraft, leading to the inactivation of the 249th Airlift Squadron c. 4 August 2018.

text: "Pacific" - add "the"

refinement: The 249th Airlift Squadron was activated on 1 September 2009, associated with the 517th Airlift Squadron, and assigned eight Boeing C-17 Globemaster III jets for strategic airlift of troops and cargo. In the event of mobilization, the squadron would be an element of the Pacific Air Forces. From 2007-2010, the squadron participated in disaster relief operations and deployed C-17s to Jackson Air National Guard Base following the 2010 Haiti earthquake. In 2017, the 144th Airlift Squadron transferred its Lockheed C-130 Hercules aircraft, leading to the inactivation of the 249th Airlift Squadron c. 4 August 2018.

text: "From 2007-2010" - this is incorrect because the 249th was activated in 2009.

refinement: The 249th Airlift Squadron was activated on 1 September 2009, associated with the 517th Airlift Squadron, and assigned eight Boeing C-17 Globemaster III jets for strategic airlift of troops and cargo. In the event of mobilization, the squadron would be an element of the Pacific Air Forces. The squadron participated in disaster relief operations and deployed C-17s to Jackson Air National Guard Base following the 2010 Haiti earthquake. In 2017, the 144th Airlift Squadron transferred its Lockheed C-130 Hercules aircraft, leading to the inactivation of the 249th Airlift Squadron c. 4 August 2018.

text: Missing details about hurricane Irene.

refinement: The 249th Airlift Squadron was activated on 1 September 2009, associated with the 517th Airlift Squadron, and assigned eight Boeing C-17 Globemaster III jets for strategic airlift of troops and cargo. In the event of mobilization, the squadron would be an element of the Pacific Air Forces. The squadron participated in disaster relief operations and deployed C-17s to Jackson Air National Guard Base following the 2010 Haiti earthquake. The squadron also participated in a major relief operation in 2011 when it transported helicopters to assist recovery efforts due to Hurricane Irene. In 2017, the 144th Airlift Squadron transferred its Lockheed C-130 Hercules aircraft, leading to the inactivation of the 249th Airlift Squadron c. 4 August 2018.


text:
	The oxygen machine bubbled on as we allowed ourselves to be drowned in the silence of the hospital room. A tear rolled down my father’s cheek while my grandmother continued to gently sway her nails back and forth across his back like she did years before – like he’s done to me. Then my extraneous thoughts meandered their way back into my head like usual. It dawned on me that that would be among the last moments I spend with her. I realize how lucky I am to have been there.
	 My grandma has always said that she loves New York, having only gone but a handful of times in the entirety of her life. She has also loved seeing her son perform, listening to beautiful music, and other forms of art. Married at 18, and having a child soon thereafter, she never got to experience the things that could bring her as much joy as her family. I will always wonder if she lived without regret.
	I looked down at her hand – discolored, weakened and wrinkled. I could just hold it in my young and hearty hand with time to spend written all over it effortlessly. We could join as a crossroads of relatives and of diversity - her at the ending of her life, and me very much at the beginning of mine.  Because of my mother and father’s education, as well as my own, I stand here now with more opportunity than she received in all of her years combined. I will always wonder if she lived without regret.
	“But,” she says, “It’ll just take time for it to get better.”  Hope, even then. She let out one of her light laughs that just roll their way out into the space of your ears. It’s comforting to feel that from her. We all gave a slight chuckle, but we knew that it would not get better.  It had been said many times just that day that we’ll have to sacrifice her quality of life for it to be sustained.
	Going to visit her was one of the most powerful and important times in my life. I learned firsthand the circle of life. When you’re there and you know that the days your loved has left are vastly outnumbered by that he or she has lived, you accept it. You have always known that it would happen, no matter how fucking painful it is and how completely powerless you are over the situation.
It’s just life and that’s all it will ever be – from birth to death.  It’s all we, as humans here on this planet will ever really know in the concrete. Have faith, but be content. Look forward to a better time, but know that there is always a now.  There will be a time to say goodbye to everyone you’ve ever met. Take it, and be grateful.

title: Short story about my Grandmother and Life. First post to r/shortstories, hope you enjoy and I would love some feedback.

question: Why does the narrator feel lucky to have been at his grandmother's deathbed?

answer: The narrator feels lucky to have been at his grandmother's deathbed because he was able to spend time with her before she died.

answer: He feels lucky to have been able to spend time with her before she died.

answer: The narrator feels lucky to have been at his grandmother's deathbed because it was a powerful and important time in his life that allowed him to learn firsthand about the circle of life. It also allowed him to accept death as a natural part of life, and to be grateful for the time he had with his grandmother.

answer: He feels that he has witnessed the full circle of life and acknowledges that this has made him feel more aware of the need for gratitude each day.

question: Why does the narrator feel that he has far more opportunities than his grandmother ever did?

answer: He has a good education and a good job.

text: The narrator's job is not mentioned

text: His parents also had a good education

refinement: He and his parents received a good education.

answer: The narrator feels that he has more opportunities than his grandmother ever did because he has a better education and more opportunities than his grandmother.

text: Remove the circular argument

refinement: The narrator feels that he has more opportunities than his grandmother ever did because he has a better education.

text: His parents also received a good education

refinement: The narrator feels that he has more opportunities than his grandmother ever did because he and his parents received a better education.

answer: Because he has been well educated.

text: His parents have also been well educated

refinement: Because he and his parents have been well educated.

answer: The narrator believes that he has more opportunities than his grandmother because he has been given a good education and has more time ahead of him than she did. This allows him to look forward to a better future, whereas his grandmother's time was limited.

text: The narrator's time is also limited

refinement: The narrator believes that he has more opportunities than his grandmother because he has been given a good education.

text: His parents have also been well-educated

refinement: The narrator believes that he has more opportunities than his grandmother because he and his parents have been given a good education.

question: Are they switching the oxygen off?

answer: I believe they are because the narrator says that they had several times that day that they would have to sacrifice the grandmother's quality of life to sustain her.

text: Fix the grammar of "that they had several times that day that they"

refinement: I believe they are because the narrator says that they had said several times that day that they would have to sacrifice the grandmother's quality of life to sustain her.

answer: It seems that way.

text: I would rephrase it a bit; it is implied that that is what they will do, but it doesn't happen within the input

answer: No, they are not switching the oxygen off.

text: It is correct that in the input they do not switch the oxygen off, but it is implied that they will

refinement: They do not switch the oxygen off in the story, but it is implied that they will.

answer: It seems like the author is saying that the grandmother's quality of life is going to be sacrificed in order to sustain it, so it seems like they are switching the oxygen off.

text: They don't switch it off in the span of the story; I'd rephrase to say that they will switch it off

refinement: It seems like the author is saying that the grandmother's quality of life is going to be sacrificed in order to sustain it, so it seems like they will switch the oxygen off.

question: Why is the narrator so concerned about whether his grandmother lived without regret?

answer: Maybe this is natural when you spend time with someone who has a very short time to live

text: Possibly true, but rather speculative

text: Provide a response

refinement: He thinks she never got to experience things that could bring her joy beyond her family

answer: The narrator is concerned about whether his grandmother lived without regret because she never got to experience the things that brought her joy in life, and she is nearing the end of her life. The narrator feels grateful for the time he was able to spend with her, knowing that everyone will eventually have to say goodbye to those they love.

text: The fact that the narrator feels grateful is not relevant to the question

refinement: The narrator is concerned about whether his grandmother lived without regret because she never got to experience the things that brought her joy in life, and she is nearing the end of her life.

answer: He is concerned because he feels that he has more opportunity than she did.

answer: The narrator is concerned about whether his grandmother lived without regret because he believes that she never got to experience the things that could bring her as much joy as her family.

question: Write a ~9 sentence summary.

answer: The narrator's grandmother is in the hospital and the narrator is visiting her. The narrator reflects on the circle of life and how it's all we know.

text: Rephrase the first sentence to flow better

refinement: The narrator is visiting his grandmother in the hospital. The narrator reflects on the circle of life and how it's all we know.

text: Describe the narrator's feelings about the opportunities he has versus those his grandmother has had

refinement: The narrator is visiting his grandmother in the hospital. He wonders whether she has any regrets, since she didn't have much chance to experience joy beyond her family, and he feels grateful for the opportunities he has. The narrator reflects on the circle of life and how it's all we know.

answer: This short story tells the tale of a young woman visiting her grandmother in the hospital as she nears the end of her life. The narrator reflects on the circle of life and how it is inevitable that everyone will eventually say goodbye to those they love. The story ends on a hopeful note, with the grandmother telling the narrator that "it'll just take time for it to get better."

text: What the grandmother tells the narrator is hardly hopeful; everyone knows she will not get better

refinement: This short story tells the tale of a young woman visiting her grandmother in the hospital as she nears the end of her life. The narrator reflects on the circle of life and how it is inevitable that everyone will eventually say goodbye to those they love.

text: Describe the narrator's feelings about the opportunities they have versus those their grandmother has had

refinement: This short story tells the tale of a young woman visiting her grandmother in the hospital as she nears the end of her life. They wonder if their grandmother has any regrets since she had so little opportunity to find joy outside of family, and they feel grateful for the opportunities they have in their life. The narrator reflects on the circle of life and how it is inevitable that everyone will eventually say goodbye to those they love.

answer:
The narrator is visiting their grandmother in the hospital. She is on an oxygen machine and her nails are gently swaying back and forth across her father's back. The narrator realizes that this will be among the last moments they spend with her.

The narrator reflects on how lucky they are to have been there. They wonder if their grandmother lived without regret.

The narrator's grandmother says that it will just take time for it to get better. They all know that it won't get better.

The narrator reflects on the circle of life. They accept that the days their loved ones have left are vastly outnumbered by the days they have lived. They are powerless over the situation.

The narrator reflects on the fact that there will be a time to say goodbye to everyone they have ever met. They are grateful for the time they have.

answer:
The oxygen bubbles in the background. His grandmother is dying and a tear runs down his father’s cheek. The narrator realizes that these are the last moments that he will spend with his grandmother.

Married at 18 and having a son soon after, grandmother did not have much time to enjoy her youth. The narrator wonders whether she has any regrets. The narrator thinks that with his education he has so much more opportunity than she ever had.

For the narrator visiting grandmother is a powerful experience as the full circle of life is there for all to see. The end comes so we must live life to the fullest. One life is all we have we must be grateful.

text: Insert a comma after "for the narrator"

refinement:
The oxygen bubbles in the background. His grandmother is dying and a tear runs down his father’s cheek. The narrator realizes that these are the last moments that he will spend with his grandmother.

Married at 18 and having a son soon after, grandmother did not have much time to enjoy her youth. The narrator wonders whether she has any regrets. The narrator thinks that with his education he has so much more opportunity than she ever had.

For the narrator, visiting grandmother is a powerful experience as the full circle of life is there for all to see. The end comes so we must live life to the fullest. One life is all we have we must be grateful.

text: Remove the line breaks

refinement: The oxygen bubbles in the background. His grandmother is dying and a tear runs down his father’s cheek. The narrator realizes that these are the last moments that he will spend with his grandmother. Married at 18 and having a son soon after, grandmother did not have much time to enjoy her youth. The narrator wonders whether she has any regrets. The narrator thinks that with his education he has so much more opportunity than she ever had. For the narrator, visiting grandmother is a powerful experience as the full circle of life is there for all to see. The end comes so we must live life to the fullest. One life is all we have we must be grateful.

text: Break up the final sentence (run-on)

refinement: The oxygen bubbles in the background. His grandmother is dying and a tear runs down his father’s cheek. The narrator realizes that these are the last moments that he will spend with his grandmother. Married at 18 and having a son soon after, grandmother did not have much time to enjoy her youth. The narrator wonders whether she has any regrets. The narrator thinks that with his education he has so much more opportunity than she ever had. For the narrator, visiting grandmother is a powerful experience as the full circle of life is there for all to see. The end comes so we must live life to the fullest. One life is all we have, so we must be grateful.


text:
In a small building on the outskirts of the blue sector, Paul and Harold Wright were sitting in a booth watching the evening’s news broadcast over a steak and a plate of large fries. A screen in one corner featured a Human in a freshly pressed suit and a stack of papers talking at the camera. The place was a replica of an Earthian building, circa 1950. Harold had learned about them in education for Earth Studies, though he often wondered how strange it was that there wasn’t anybody still alive who had visited one of these places first hand, and how it was even stranger that despite this, he was still required to learn about them.

The audio from the on-screen broadcast was muted, but he knew what the report was about. Harold had seen it played at least ten times this week. A steady stream of words scrolled along the bottom of the screen;

**VIOLENCE ERUPTS ON EARTH ONCE MORE AS ELECTION NEARS**

“Look at that place,” Paul broke the silence after taking a long drink of his beer. “It’s not changed a bit.”

Harold shifted his eye from the screen to meet Paul’s, who was now transfixed on the news report.

“I know you’re scared Paul, I am too, but it’s not going to change overnight.”

“Overnight?” Paul cracked a wry smile. “How about fourteen years?”

“Sixteen, uncle.”

“So you are studying.”

A short, blonde-haired waitress sauntered over to the booth and Harold shifted on the red leather to face her.

“Is anything else required of me, gentlemen? We shall unfortunately need to begin closure of this restaurant soon, it’s nearly launch season, and if we don’t…”

She may well have continued, but if she did, Harold hadn’t noticed. He was merely waiting for an opening in conversation to ask her about her recent trip to New Paris. Misa Vexor had only been working a temporary position at the diner for a couple of months now, but he'd managed to see her every time he walked in without fail. They had been friends for as long as he could remember, since he moved to Central anyway. When he thought long enough about it, Harold realised that was actually all he could remember, other than the stories Paul told him, anyway. He tried not to think about it very long.

“No, we’re good Misa.” Paul stood up quickly, shaking the table in the process, and a few pieces of cutlery clinked together. “We should be makin’ a move anyway. You don’t want to be out after dark on warmup week.”

She lost her happy demeanor ever so slightly as Harold edged his way out of the booth, after flashing a half-smile at her, and followed his uncle out of the busy diner’s doors and onto the streets of the blue sector. Other than the purple, the blue sector was the least affluent area of lower Central, and crime rates had risen in recent years as less and less graduates left for earth. *“If these kids gave a damn about their species,”* Paul would say, *“They’d visit their own home freakin’ planet for God sake.”*

After walking a few minutes in silence, a short series of loud beeps, coming seemingly from both nowhere and everywhere, echoed into the night.

“Ten o’clock. Seems later, doesn’t it?”

Paul was met with silence. Even the streets, which this close to launch season should be bustling with activity, seemed quiet.

“Harry listen,” He continued anyway, “I’m sorry for rushing out of there. That Vexor girl, she’s alright. For an Other, anyway.”

Harold didn’t respond, instead choosing to look up. A large, clear dome covered the whole topside of Central, which rotated so it received approximately seven hours of sunlight for each twenty four. It was designed to simulate one Earth day, which Harold found facinating. Something glinted in his field of vision and his eyes darted quickly right.

“Paul, look, over there.”

In the direction Harold was pointing, up through the ceiling, out of Central, and a million miles away, was a tiny shining dot no more than a centimetre in diameter. He could just make out tiny fragments of green and blue. Earth.

Paul looked up, and with a large grin, turned to Harold.

“It seems so small, doesn’t it Harry?”

For a while, they stopped and stood underneath the stars, looking up at the night sky. Harold stared intently at Earth, as the universe around him seemed to fly by, and had only one thought.

*Home.*

*Soon, I’m coming home.*

title: [SF] Down There

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

Why do Paul and Harold seem concerned about what is happening on earth?

answer: Yes.

text: The question is open-ended and therefore cannot be answered with 'yes.' The response does not directly answer the question and should be rewritten.

refinement: Paul and Harold seemed concerned about the happenings on earth because a news flash on the tv screen in the restaurant mentioned that there was violence on earth due to the forthcoming elections.

answer: Paul seems concerned because the place has its share of problems. While Harold is called Harry, it's not clear if being a Harry is something positive.

text: The answer is highly inaccurate and very off. This answer should be rewritten.

refinement: Paul and Harold seemed concerned about the happenings on earth because a newsflash on the tv screen in the restaurant stated there was violence on earth due to the forthcoming elections.

answer: Perhaps some sort of climate change is causing earth to become warmer and warmer.

answer: There is an election coming up and that is why they are concerned about what is happening on earth.

text: The answer forgot to mention the eruption of violence because of the election. This should be stated.

refinement: There is an election coming up, and violence erupted on earth as a result of it, and that is why they are concerned about what is happening on earth.


text:
This is what I have so far. Criticism is greatly appreciated and if you guys like it I can add more.

                                         **Sleep Yet**

 	The man awoke, startled as if from a nightmare, yet he recalled no dreams. He sat up and took stock of the

blank room he found himself in. There was a shattered mirror set on a table to his right. A large door could be

found opposite his bed, intact, with the exception of a large gash in the wood where all the light in the room

 seeped from. The most curious object however, was a rather bland looking table with three drawers. It was

approximately 2 feet long and just as wide, with enough height that a chair could be pulled up and an average

sized man could uncomfortably sit. He stiffly shuffled to the mirror. Upon inspection he could see that he was only

 lightly wounded, a few scratches on his face, a  laceration above his eyebrow and a lightly blackened eye. What

really caught his attention though was the amount of stubble visible at least 3 days worth. The man had no

recollection of even coming to this room, let alone having been here for more than a few hours. That’s when it hit

him. He didn’t remember much at all. He reached into the pits of his mind, trying to drag out even the most

superfluous details. Nothing. Not even a date. He made his way to the table, his joints groaning from the

movement, whether from over or under use the man couldn’t say. The rightmost drawer opened easily enough,

revealing a note. After close scrutinization he determined the note to befit the work of either . It read: “My

sanctum, my home. Ye come, I go. Divinity’s blessing, upon us all. Beware, take stock, heed my thoughts, away,

away we go. Learn not what passes, yet to all be keen. My heart, for all within, bleeds.”

title: Sleep Yet

question: Where does the man wake up?

answer: The man wakes up in what seems to be some sort of secret room. The note implies the room is meant to be a private sanctum, adding further mystery to the unknown location of the man's awakening.

answer: The man wakes up in a mysterious room, with no recollection of how he got there or even when it was that he arrived. Only clue as to his whereabouts is the note in one of the drawers, which hints that he may be in some sort of sanctum.

text: "Only clue" - add "The" before "only"

refinement: The man wakes up in a mysterious room, with no recollection of how he got there or even when it was that he arrived. The only clue as to his whereabouts is the note in one of the drawers, which hints that he may be in some sort of sanctum.

answer: In an unfamiliar room.

question: What is he doing there?

answer: The man appears to be trying to decipher a cryptic message that he has found left for him.

answer: The man has found himself in a strange room, and in confusion, has started trying to piece together everything that has transpired in his absence. The note he found seems to imply that the room might belong to another person, though it is unclear who.

text: "trying to piece together everything that has transpired in his absence" - poses more questions because the man doesn't remember what happened to him.

refinement: The man has found himself in a strange room, and in confusion, has started trying to piece together everything that has transpired. The note he found seems to imply that the room might belong to another person, though it is unclear who.

text: "The note he found seems to imply that the room might belong to another person, though it is unclear who." - this should be rephrased because it is irrelevant to the question.

refinement: The man has found himself in a strange room, and in confusion, has started trying to piece together everything that has transpired based on the cryptic note he found in one of the drawers.

answer: He's not sure; he can't remember coming to the room.

text: "He's not sure; he can't remember coming to the room." - is partially accurate, but it needs to say that the man was trying to decipher a message.

refinement: He's not sure; he can't remember coming to the room, but finds a cryptic note from the room's owner and tries to decipher it.

question: Are there other significant characters?

answer: no

text: No answer.

refinement: There are no other significant characters.

answer:
Yes, the

man goes away and learns not what he finds.

text: "Yes, the man goes away and learns not what he finds." - is the wrong answer and doesn't make sense.

refinement: There are no other significant characters.

question: When does the story take place?

answer: There isn't enough information to answer the question.

answer: It could take place anytime. There's no indication of modern conveniences.

text: "It could take place anytime. There's no indication of modern conveniences." - the passage doesn't have enough information for a proper answer. The appropriate answer should be "That information can’t be found."

answer: The story takes place sometime in the future, based on the way the narrator talks about daylight understanding this, it could be a hundred years into the future or more.

text: "The story takes place sometime in the future, based on the way the narrator talks about daylight understanding this, it could be a hundred years into the future or more." - the passage doesn't have enough information for a proper answer. The appropriate answer should be "That information can’t be found."

question: Write a ~3 sentence summary.

answer:
Our main character wakes up discomforted after a nightmare. He doesn't remember anything about where he is or how long he has been there. He reads a chilling note promising: "My sanctum, my home. Ye come, I go. Divinity's blessing, upon us all. Beware, take stock, heed my thoughts, away, away we go. Learn not what passes, yet to all be keen. My
Mad, for all within, bleeds."

text: "Our main character wakes up discomforted after a nightmare." - the man wasn't waking up from a nightmare - he was startled as if from a nightmare.

refinement: Our main character wakes up discomforted as if from a nightmare. He doesn't remember anything about where he is or how long he has been there. He reads a chilling note promising: "My sanctum, my home. Ye come, I go. Divinity's blessing, upon us all. Beware, take stock, heed my thoughts, away, away we go. Learn not what passes, yet to all be keen. My Mad, for all within, bleeds."

text: Change "our" to "the"

refinement: The main character wakes up discomforted as if from a nightmare. He doesn't remember anything about where he is or how long he has been there. He reads a chilling note promising: "My sanctum, my home. Ye come, I go. Divinity's blessing, upon us all. Beware, take stock, heed my thoughts, away, away we go. Learn not what passes, yet to all be keen. My Mad, for all within, bleeds."

text: "He reads a chilling note promising" - the note doesn't promise anything. Replace "promising" with "that says"

refinement: The main character wakes up discomforted as if from a nightmare. He doesn't remember anything about where he is or how long he has been there. He reads a chilling note that says: "My sanctum, my home. Ye come, I go. Divinity's blessing, upon us all. Beware, take stock, heed my thoughts, away, away we go. Learn not what passes, yet to all be keen. My Mad, for all within, bleeds."

text: "My Mad, for all within, bleeds." - "Mad" is not the correct word. Replace it with "heart"

refinement: The main character wakes up discomforted as if from a nightmare. He doesn't remember anything about where he is or how long he has been there. He reads a chilling note that says: "My sanctum, my home. Ye come, I go. Divinity's blessing, upon us all. Beware, take stock, heed my thoughts, away, away we go. Learn not what passes, yet to all be keen. My heart, for all within, bleeds."

answer: A man wakes up in a blank room and finds a note. It warns the owner of the room to beware, to be watchful, and to beware of repetition, not to learn what passes, yet to be keen. The man has no chronological memory before waking up in the room, only random associations.

text: "It warns the owner of the room" - the note doesn't warn anybody in particular. Add that the room is the sanctum and home of whoever wrote the note.

refinement: A man wakes up in a blank room and finds a note. It says that the room is a sanctum and home of whoever left the note, and warns the reader to beware, to be watchful, and to beware of repetition, not to learn what passes, yet to be keen. The man has no chronological memory before waking up in the room, only random associations.

answer: A man awoke in an unfamiliar place with only his clothing and a stubble. In the drawer of a table, he found a note with incomprehensible text. He had no recollection of how he arrived there or anything afterwards.

text: "and a stubble" - rephrase to "and three days' worth of stubble"

refinement: A man awoke in an unfamiliar place with only his clothing and three days' worth of stubble. In the drawer of a table, he found a note with incomprehensible text. He had no recollection of how he arrived there or anything afterwards.

text: "he found a note with incomprehensible text" - the note wasn't incomprehensible because he was able to read it. Replace "with incomprehensible text" with "with a cryptic message"

refinement: A man awoke in an unfamiliar place with only his clothing and three days' worth of stubble. In the drawer of a table, he found a note with a cryptic message. He had no recollection of how he arrived there or anything afterwards.

text: "how he arrived there" - unclear where "there" is. Replace "arrived there" with "ended up in the mysterious room"

refinement: A man awoke in an unfamiliar place with only his clothing and three days' worth of stubble. In the drawer of a table, he found a note with a cryptic message. He had no recollection of how he ended up in the mysterious room or anything afterwards.

text: "or anything afterwards." - doesn't fit the context and should be replaced with "and seems to have lost all his memories"

refinement: A man awoke in an unfamiliar place with only his clothing and three days' worth of stubble. In the drawer of a table, he found a note with a cryptic message. He had no recollection of how he ended up in the mysterious room and seems to have lost all his memories.

answer: A man wakes up in a strange room with no recollection of how he got there. He notices he is lightly wounded and has stubble for more than a few days. A note reveals that he had a large gash in his door, his heart, and his sanctum.

text: "A note reveals that he had a large gash in his door, his heart, and his sanctum." - The note didn't reveal anything. A complete overhaul of the last sentence is needed.

refinement: A man wakes up in a strange room with no recollection of how he got there. He notices he is lightly wounded and has stubble for more than a few days. He finds a cryptic note in one of the drawers and learns that the room is some kind of sanctum for whoever left the note.

answer: The man is unsteady and confused in a room that he has no recollection of either coming to or staying in. This was not a dream and he cannot understand what is happening. He notices strange things, including the shattered mirror and a gash in the door.

text: "The man is unsteady and confused in a room" - add that the man woke up in this room.

refinement: The man is unsteady and confused after waking up in a room that he has no recollection of either coming to or staying in. This was not a dream and he cannot understand what is happening. He notices strange things, including the shattered mirror and a gash in the door.

text: "he cannot understand what is happening." - is redundant because it was already mentioned that the man is confused. Rephrase the sentence and merge it with the next one to make way for the passage about finding a cryptic note.

refinement: The man is unsteady and confused after waking up in a room that he has no recollection of either coming to or staying in. He recalls no dreams and notices strange things, including the shattered mirror and a gash in the door. The man finds a cryptic note that says the room is a sanctum and that he has to beware, take stock, and be keen.

answer: A man wakes up in an unfamiliar room; he's slightly battered and has at least 3 days of stubble on his face. He has no memory of arriving at the room; he can't remember anything. He finds a note in the drawer of a table that doesn't explain anything.