PaperLab Student Readability
When to Use
USE WHEN: improving a PaperLab textbook or course book for student learning,
especially after the scientific content is broadly complete. This skill checks
whether a chapter is easy to enter, easy to follow, and useful for exam and
exercise preparation.
DO NOT USE for: journal-paper conciseness, renderer debugging, or technical
validation of NeqSim calculations. Pair with paperlab_scientific_traceability_audit
for scientific claims and paperlab_book_typesetting_release for final formats.
Reader Model
Assume the primary reader is a student who:
- knows basic petroleum engineering terminology but not every industrial acronym,
- learns best from worked examples and recurring case threads,
- needs to connect equations, figures, and decisions,
- will use the book for exercises, exams, and project work,
- may be reading in English as a second language.
Chapter Checklist
For each chapter, check:
- Learning objectives: 3 to 7 objectives, written as observable actions.
Prefer verbs such as calculate, compare, explain, diagnose, design, and
evaluate. Avoid vague objectives such as "understand processing".
- Prerequisites: identify any concepts that must already be known. If a
prerequisite is not covered earlier, add a short bridge paragraph or a cross-reference.
- Concept sequence: introduce physical intuition before equations, and
equations before computational examples.
- Worked examples: include at least one compact worked example in core
engineering chapters. The example should state inputs, method, result,
interpretation, and common mistakes.
- Figures as teaching objects: each non-cover figure should be followed by
discussion using
figure-discussion.
- Exercises: include a mix of conceptual questions, calculation questions,
and short design-decision questions.
- Summary: close with decision-useful takeaways, not a table of contents in prose.
- Glossary and acronyms: define important first-use terms and keep names
consistent with the book glossary and acronym list.
Readability Rubric
Grade each chapter as ready, minor-revision, or major-revision.
| Area |
Ready Signal |
Revision Signal |
| Objectives |
Objectives map to sections and exercises |
Objectives are broad or missing |
| Flow |
Reader can follow the chapter without lecture context |
Chapter reads like stitched slides |
| Examples |
Examples show inputs, method, result, meaning |
Examples give numbers without interpretation |
| Language |
Sentences are direct and jargon is introduced |
Acronyms and compressed phrases dominate |
| Student Use |
Chapter supports exercises and exam preparation |
Chapter is mainly descriptive |
Output Pattern
Write a short chapter review with:
## Student Readability Review: <chapter>
- Status: ready | minor-revision | major-revision
- Best teaching asset: <figure/example/section>
- Main student friction: <one sentence>
- Required edits:
- <edit 1>
- <edit 2>
- Optional polish:
- <edit 3>
Common Fixes
- Replace long historical background with a short "why this matters" paragraph.
- Move dense slide coverage lists to an appendix or review artifact.
- Add a small numerical example after a new equation.
- Convert a generic summary into three to five engineering takeaways.
- Add a short "common mistake" note after unit-sensitive calculations.
1---2name: paperlab-student-readability3description: Review and revise PaperLab book chapters so students can learn efficiently. Use for learning-objective alignment, prerequisite checks, worked examples, summaries, exercises, glossary consistency, and chapter-level pedagogy.4---56# PaperLab Student Readability78## When to Use910USE WHEN: improving a PaperLab textbook or course book for student learning,11especially after the scientific content is broadly complete. This skill checks12whether a chapter is easy to enter, easy to follow, and useful for exam and13exercise preparation.1415DO NOT USE for: journal-paper conciseness, renderer debugging, or technical16validation of NeqSim calculations. Pair with `paperlab_scientific_traceability_audit`17for scientific claims and `paperlab_book_typesetting_release` for final formats.1819## Reader Model2021Assume the primary reader is a student who:2223- knows basic petroleum engineering terminology but not every industrial acronym,24- learns best from worked examples and recurring case threads,25- needs to connect equations, figures, and decisions,26- will use the book for exercises, exams, and project work,27- may be reading in English as a second language.2829## Chapter Checklist3031For each chapter, check:32331. **Learning objectives**: 3 to 7 objectives, written as observable actions.34 Prefer verbs such as calculate, compare, explain, diagnose, design, and35 evaluate. Avoid vague objectives such as "understand processing".362. **Prerequisites**: identify any concepts that must already be known. If a37 prerequisite is not covered earlier, add a short bridge paragraph or a cross-reference.383. **Concept sequence**: introduce physical intuition before equations, and39 equations before computational examples.404. **Worked examples**: include at least one compact worked example in core41 engineering chapters. The example should state inputs, method, result,42 interpretation, and common mistakes.435. **Figures as teaching objects**: each non-cover figure should be followed by44 discussion using `figure-discussion`.456. **Exercises**: include a mix of conceptual questions, calculation questions,46 and short design-decision questions.477. **Summary**: close with decision-useful takeaways, not a table of contents in prose.488. **Glossary and acronyms**: define important first-use terms and keep names49 consistent with the book glossary and acronym list.5051## Readability Rubric5253Grade each chapter as `ready`, `minor-revision`, or `major-revision`.5455| Area | Ready Signal | Revision Signal |56|------|--------------|-----------------|57| Objectives | Objectives map to sections and exercises | Objectives are broad or missing |58| Flow | Reader can follow the chapter without lecture context | Chapter reads like stitched slides |59| Examples | Examples show inputs, method, result, meaning | Examples give numbers without interpretation |60| Language | Sentences are direct and jargon is introduced | Acronyms and compressed phrases dominate |61| Student Use | Chapter supports exercises and exam preparation | Chapter is mainly descriptive |6263## Output Pattern6465Write a short chapter review with:6667```markdown68## Student Readability Review: <chapter>6970- Status: ready | minor-revision | major-revision71- Best teaching asset: <figure/example/section>72- Main student friction: <one sentence>73- Required edits:74 - <edit 1>75 - <edit 2>76- Optional polish:77 - <edit 3>78```7980## Common Fixes8182- Replace long historical background with a short "why this matters" paragraph.83- Move dense slide coverage lists to an appendix or review artifact.84- Add a small numerical example after a new equation.85- Convert a generic summary into three to five engineering takeaways.86- Add a short "common mistake" note after unit-sensitive calculations.
equinor