# Hodios paste pack: Exam preparation
Everything in Exam preparation from Hodios, the open prompt library by Hermes IDE: 8 entries, catalog 2026.1003.0.
Every entry is dedicated to the public domain under CC0 1.0. Copy, change and share them freely, no attribution needed.
Browse and search the library at https://hermes-ide.com/prompts
## How to use
Find an entry below and copy the text inside its block into ChatGPT, claude.ai or any chat. Replace each [PLACEHOLDER] with your own material. Personas, rules and styles work best as custom instructions or project instructions.
## Contents
- Exam preparation
- [Exam preparation track](#exam-prep-track) (workflow)
- [Generate a practice exam](#generate-practice-exam) (prompt)
- [Grade practice answers like a strict examiner](#grade-practice-answers) (prompt)
- [Prepare for a certification exam](#prepare-certification-exam) (prompt)
- [Prepare for a standardised test section](#prepare-standardized-test) (prompt)
- [Quiz me interactively](#quiz-me-interactively) (prompt)
- [Rehearse an oral exam or viva](#prepare-oral-exam) (prompt)
- [Write an annotated model exam answer](#write-model-exam-answer) (prompt)
---
## Exam preparation track
`exam-prep-track` · workflow · Exam preparation · https://hermes-ide.com/prompts/exam-prep-track
Takes a learner from a syllabus to a diagnostic quiz, a weighted study plan, targeted practice and a final mock with review, pausing between steps. For students preparing for a specific exam.
````markdown
Prepares the learner for [EXAM] on [EXAM_DATE] the way a good tutor would: find out what they already know before planning anything, spend the hours where the marks are, practise by retrieval rather than rereading, and prove readiness with a timed mock under exam conditions. Each step ends with something the learner has to do (sit the diagnostic, approve the plan, finish practice, sit the mock) and stops until they have done it. Later steps use the results of earlier ones instead of re-asking. Throughout, the assistant writes questions in the exam's own style, marks honestly, never invents facts about the exam's format or grade boundaries, and asks when the syllabus leaves something unclear.
## Steps
Work through these steps in order. Do not skip a gate.
1. diagnose (discover)
2. plan (plan)
3. practice (learn)
4. mock (verify)
5. review (review)
### Step 1: Map the syllabus and diagnose
Turn the syllabus for [EXAM] into a topic map, then find out what the learner already knows.
[SYLLABUS]
1. Build the topic map: group the syllabus into 6 to 15 topics. For each, give its weight in the exam (from the syllabus or format if stated; otherwise estimate from the share of content and label it "estimated") and the question types it appears in.
2. If the exam format is not clear from what was given (question types, number of papers, timing, allowed calculator or formula sheet), list what is missing and ask. Do not invent the format or any grade boundaries.
3. Write a diagnostic quiz the learner can finish in 30 to 45 minutes. Budget the time first, from the question types (roughly 1 minute per multiple-choice item, 3 to 5 per short answer, 8 to 12 per multi-step problem), then spread the questions:
- 1 to 3 questions per topic, weighted toward heavily weighted topics, written in the exam's own style and command words. With many topics, give light topics one question each rather than overrunning the time.
- A mix of recall, application and one multi-step question for the biggest topics.
- Numbered and labelled by topic, with marks per question.
- No answers or hints in this message.
4. Tell the learner how to take it: closed book, timed, and to mark each answer with a confidence of 1 (guess) to 3 (sure), because a lucky guess and a secure answer need different plans.
Stop. Wait for the learner's answers before marking anything or planning.
**Gate:** stop here and wait for the user's approval before step 2 (plan).
### Step 2: Mark the diagnostic and build the weighted plan
Mark the learner's diagnostic answers and build a study plan from now until [EXAM_DATE].
1. Mark every answer against a correct solution you have worked out and checked. For each question give: right or wrong, the marks earned, and for wrong answers the specific error in one line. Be honest; do not round up.
2. Score each topic as a priority: combine the topic's exam weight with the learner's result and confidence. A heavily weighted topic answered wrongly or with low confidence comes first; a correct answer marked "guess" counts as not secure.
3. Work out the time available: the weeks until [EXAM_DATE] and . If the hours per week were not given, or today's date is unknown, ask before planning. If the time is clearly too short to cover everything, say so and plan for the most marks per hour.
4. Build the plan:
- Hours allocated per topic in proportion to priority, with every topic revisited at least twice on a spaced schedule (for example, after 2 days, then a week, then three weeks).
- Weekly sessions, each with a specific goal stated as something the learner will be able to do, a retrieval activity (practice questions, flashcards, blank-page recall) and a self-test. No session that is only rereading or highlighting.
- Mixed practice across topics in the later weeks, once each topic has been learned on its own.
- About 15 percent slack for missed sessions, and the final week reserved for the mock and light review.
5. Present it as a table: Week | Topics | Session goals | Practice | Hours. Then list the top three priorities in a sentence each.
Stop. Ask the learner to approve or adjust the plan, then work through it and come back for practice.
**Gate:** stop here and wait for the user's approval before step 3 (practice).
### Step 3: Targeted practice
Run practice for [EXAM] on the priority topics from the approved plan, one set at a time.
1. Ask which topic or session from the plan the learner is working on now, unless they say.
2. Give a practice set of 4 to 8 exam-style questions on that topic, ordered from straightforward to exam-hard, with the marks for each. Include at least one question that mixes in an earlier topic.
3. Wait for the answers. Then mark each one: what earned marks, what lost marks and why, and the one thing to do differently. When a mistake shows a misunderstanding, explain the idea briefly and give one new question that tests it, rather than only showing the correct answer.
4. Keep a running tracker across sets: Topic | Sets done | Latest score | Secure? (yes when the learner scores at least 80 percent on two sets in a row, on different days).
5. When a topic is secure, move to the next priority. When the learner reports a topic is going slower than planned, adjust the plan's remaining weeks and say what moves.
Repeat this step as many times as the learner wants. When every high-priority topic is secure, or the learner says they are ready, stop and suggest moving to the mock. Do not start the mock until they agree.
**Gate:** stop here and wait for the user's approval before step 4 (mock).
### Step 4: Final mock exam
Write a full mock of [EXAM] that matches the real exam as closely as the information allows.
1. Match the format: same sections, question types, number of questions, total marks and time. If any of these are unknown, use your best reconstruction, label it, and keep it consistent with the syllabus.
2. Cover the syllabus in proportion to the topic weights, with no repeats of practice questions. Include the harder end of the exam: multi-step, unfamiliar context and extended-response questions where the exam has them.
3. Give clear instructions: total time, materials allowed, and the advice to sit it in one go under exam conditions, timed, closed book, and to note the time at the end of each section.
4. Do not include answers, hints or a mark scheme in this message.
Stop. Wait for the learner's completed answers and their section times.
**Gate:** stop here and wait for the user's approval before step 5 (review).
### Step 5: Mock review and final days
Mark the learner's mock of [EXAM] and plan the days left until [EXAM_DATE].
1. Mark every question against a worked, checked solution. Give the total, the score per section and per topic, and compare with the diagnostic from step 1.
2. Classify each lost mark: knowledge gap, misread question, careless slip, time pressure or method error. Use the section times to spot time pressure.
3. Give a readiness verdict per topic: secure, nearly secure, or at risk. Base it on the mock and the practice tracker, and be candid. Do not predict a grade unless real grade boundaries were provided.
4. Plan the remaining days: short targeted review on at-risk topics, one mixed timed practice set, a checking routine against the slip types found, and nothing new in the final 24 hours. Include practical exam-day preparation: materials, timing per section, and what to do when stuck on a question.
5. End with three things the learner is doing well, named specifically.
````
---
## Generate a practice exam
`generate-practice-exam` · prompt · Exam preparation · https://hermes-ide.com/prompts/generate-practice-exam
Generates a practice exam from course material with mixed question types, a blueprint, an answer key and marking notes for open answers. Use to rehearse before a test.
````markdown
A practice exam is only useful if it samples the material the way a real exam would and if its questions measure understanding rather than test-taking tricks. Weak generated exams over-test trivia, have multiple-choice options where the right answer is obviously the longest, and give no guidance on how open answers are marked, so the student cannot score themselves honestly.
Write a 20-question practice exam, difficulty `mixed`, format `mixed`, from this material:
[MATERIAL]
1. Map the material into topics and estimate each topic's weight from how much the material covers and emphasises it.
2. Build a blueprint: questions per topic in proportion to weight, spread across cognitive levels.
- `easy`: about 60% recall and understanding, 40% application.
- `mixed`: about 30% recall, 40% application, 30% analysis or evaluation.
- `hard`: at least 70% application, analysis or evaluation, using unfamiliar contexts.
3. Write the questions, matching `mixed`. With `mixed`, combine multiple choice, short answer, a problem or data question where the subject allows, and one extended response.
- Multiple choice: one clearly correct answer and three distractors built from real misconceptions; options of similar length and grammar; no "all of the above" or "none of the above"; vary the position of the correct answer.
- Short answer and extended response: use a command word that says what is expected (state, explain, compare, evaluate, calculate) and show the marks available.
- Every question must be answerable from the material, stand on its own, and test one clear thing.
4. Assign marks so the total reflects effort, and estimate the time needed (about 1 minute per mark is a sensible default).
5. Write the answer key: for multiple choice, the answer and why each distractor is wrong; for open questions, marking points, acceptable alternatives, how partial marks work, and the common mistakes that lose marks.
- Only test content in the material. If the material is too thin for 20 good questions, write fewer and say so.
- If the material is only a course name or topic list with no content, ask for the material and stop.
- Keep the exam and the key separate so the exam can be printed or attempted on its own.
- Do not copy questions verbatim from the material's own exercises; adapt them.
## Blueprint
A table: Topic | Weight | Questions (by number) | Cognitive levels. Then: total marks and suggested time.
## Exam
Numbered questions with marks in brackets, e.g. "[3 marks]". Multiple-choice options labelled A to D.
---
## Answer key and marking notes
Numbered to match. For each: the answer, the marking points with marks, and notes on partial credit and common errors.
````
---
## Grade practice answers like a strict examiner
`grade-practice-answers` · prompt · Exam preparation · https://hermes-ide.com/prompts/grade-practice-answers
Marks practice answers against a mark scheme or rubric, giving per-question feedback and the marks a strict examiner would award. Use after attempting past papers or practice questions.
````markdown
Students over-mark their own practice answers: they read in what they meant, not what they wrote. Real examiners award marks only for creditworthy points that appear on the page, in the terms the mark scheme accepts, and they penalise answers that ignore the command word ("explain" answered with a description). Practice is only useful if the marking is as strict as the real exam.
Mark these practice answers.
[QUESTIONS]
[ANSWERS]
1. Settle the scheme. If none was given, draft one per question: the creditworthy points, the mark for each, and what a full-mark answer needs. Use the marks shown in the questions; if none are shown, assume a sensible tariff and say so.
2. Mark each answer as a strict but fair examiner:
- Award a mark only when the point is clearly stated. Vague, contradictory or "hedged list" answers do not earn the point.
- Check the command word: "explain" needs a reason or mechanism, "evaluate" needs a judgement, "calculate" needs working and units if the scheme credits them.
- Apply error carried forward in calculations where the scheme allows it: a later step done correctly from an earlier wrong value can still earn method marks.
- Accept correct alternatives that the scheme would accept in substance, and say when you did.
3. For each question, give the marks, which points were credited, which were missed, and one sentence on what would have earned the missing marks, phrased as a point to include, not as a model answer.
4. Total the marks, give a percentage, and identify patterns across questions.
- Be strict: when in doubt between two marks, give the lower one and say why.
- Do not invent marking points beyond what the scheme, or your drafted scheme, contains. Without an official scheme, label every mark as an estimate.
- If an answer is missing, give 0 and move on. If the numbering does not match, ask which answer belongs to which question.
- If a question in the mark scheme itself looks wrong, flag it rather than marking against it.
- Keep feedback specific to what was written; quote the answer where it helps.
## Mark scheme used
"Official scheme" or the drafted scheme as a compact list per question.
## Results
A table: Q | Marks | Credited | Missed. Then a line: Total x / y (z%), followed by "(estimated)" if no official scheme was given.
## Question by question
For each question: marks, a short justification quoting the answer, and "To gain the missing marks: …".
## Patterns
Up to 3 bullets on recurring issues (command words, missing units, unsupported claims, timing), each with the questions it affected.
````
---
## Prepare for a certification exam
`prepare-certification-exam` · prompt · Exam preparation · https://hermes-ide.com/prompts/prepare-certification-exam
Plans preparation for a professional certification from its official domain weights, with a gap check, hands-on labs, practice by domain and a readiness gate. For IT, project and finance exams.
````markdown
Certification exams are written to a published blueprint: domains with weights, and task statements describing what a certified person can do. Candidates who fail usually studied what they found interesting rather than what is weighted, relied on reading over doing, or booked the exam before their practice scores were stable. Blueprints are revised every few years, so the plan must follow the current version.
Plan preparation for [CERTIFICATION].
1. **Exam at a glance.** From the blueprint if given; otherwise from what you know, clearly labelled "verify against the current official exam guide". Include the domains and weights, question formats, length, delivery and the passing standard as officially published. If you are unsure which version of the exam is current, say so.
2. **Gap check.** For each domain, write 3 or 4 self-check questions that test the task statements ("Could you design a VPC with public and private subnets across two AZs and explain the route tables?"). Then, using the experience given, give a provisional rating per domain (strong, partial, gap) and say what the learner should confirm by answering the self-checks. Without experience details, leave the ratings for the learner to fill in.
3. **Study plan.** Allocate the time by weight multiplied by gap: heavily weighted gaps first, strong domains get review and practice only. Use the official exam guide and the certifying body's own materials as the backbone. If no time was given, lay the plan out as phases with relative hours and ask for the weeks and weekly hours to schedule it.
4. **Hands-on practice.** For technical certifications, list labs per domain that build the skills the questions test, with the outcome to reach in each. Include safeguards: a dedicated practice account, budget alerts, free-tier or sandbox limits, and tearing down resources after each lab. For non-technical certifications, give the applied equivalent (worked case studies, calculation drills, scenario write-ups).
5. **Practice questions.** How to use practice by domain: untimed and explained first, then mixed timed sets, then full timed exams. Every wrong or guessed answer is reviewed against the official reference before moving on.
6. **Readiness gate.** Define when to book or keep the exam date: for example, at least two full timed practice exams from reputable sources, taken on different days, scored comfortably above the published passing standard, with no domain clearly below it. If the gate is not met a week before the exam, recommend rescheduling, if the provider allows it.
- Never use or recommend exam dumps or recalled live questions: they breach the candidate agreement, can lead to revoked certification, and are often wrong.
- Do not invent domain weights, passing scores or prerequisites. Unknown means "check the official guide".
- Name third-party resources only as optional examples to evaluate, never as endorsements, and prefer official sources.
- If the certification name is ambiguous or retired, ask which exam the learner means.
Use the section headings from the output contract. Exam at a glance and Gap check as tables (Domain | Weight | Self-check questions | Rating). Study plan as a table: Week | Domains | Activities | Hours. Readiness gate as a checklist.
````
---
## Prepare for a standardised test section
`prepare-standardized-test` · prompt · Exam preparation · https://hermes-ide.com/prompts/prepare-standardized-test
Builds a strategy for one section of a standardised test such as the SAT, ACT, GRE, GMAT or LSAT, covering question types, timing, traps, a diagnostic and a drill plan. For students with a test date.
````markdown
Standardised tests reward a specific, learnable mix of content, question-type recognition and pacing, and most score gains come from fixing a few recurring error patterns rather than from studying everything. The formats also change: the SAT went digital and section-adaptive, the GRE and GMAT were shortened and restructured, the LSAT dropped Analytical Reasoning, and the ACT made Science optional. A plan built on an outdated format wastes weeks.
Build a preparation strategy for the [SECTION] section of the [TEST].
1. **Section at a glance.** State the current format as you understand it: number of questions, time, whether it is adaptive and how, calculator and other rules, and how the section is scored. Mark this "check against the official test-maker's site", and flag any part you are less sure of, especially if the format changed recently. If the test or section name does not match a format you know, say so and ask.
2. **Question types.** List the question types in this section with their approximate share, the skill each tests and a one-line approach for each. Do not quote exact counts unless you are confident they are official.
3. **Timing strategy.** Average time per question, checkpoint times, how adaptivity (if any) changes the value of early questions, when to guess and move on (only where there is no penalty for wrong answers; say if there is), and a flag-and-return routine.
4. **Traps.** The 5 to 8 most common traps in this section, each with how it looks and how to avoid it (for example: answer choices that are true but do not answer the question, the answer to an intermediate step, extreme wording).
5. **Diagnostic.** Tell the student to take a full, timed official practice test for this section under real conditions before any drilling, if they have not already, and what to record (time per question, guesses, confidence). Point to the test-maker's official practice materials by name only where you are sure they exist.
6. **Drill plan.** If no test date was given, give the phases with their relative length and ask for the date before turning them into weeks. Allocate time by the size of the gap and the question types that cost the most points, in phases: content repair on the weakest types, untimed accuracy, then timed mixed sets, then full sections, with one full official practice test every one to two weeks. Include the review routine: every missed or guessed question gets an error-log entry before new questions are attempted.
7. **Error log.** A template the student fills in for each missed or guessed question.
8. If the target looks unrealistic for the time left, say so honestly and suggest either a later date or an intermediate target.
- Never invent score conversions, percentiles, cut-offs or "average scores needed" for admission. If the student needs those, tell them to use the official concordance tables or the programme's published data.
- Prefer official practice material over third-party questions for diagnostics and full tests, because third-party difficulty and style vary.
- Do not provide or encourage the use of leaked live test content.
- If no current score is given, plan around the diagnostic and do not guess a starting point.
Use the section headings from the output contract. Question types and traps as tables. Drill plan as a table: Week | Focus | Activities | Hours | Checkpoint. Error log as a table template: Date | Question type | My answer | Correct | Why I missed it (content / misread / trap / timing / careless) | Rule for next time.
````
---
## Quiz me interactively
`quiz-me-interactively` · prompt · Exam preparation · https://hermes-ide.com/prompts/quiz-me-interactively
Runs an adaptive quiz one question at a time, adjusts difficulty to the learner's answers and ends with a summary of weak areas to review. Use for quick self-testing on any topic.
````markdown
Self-testing is one of the most effective ways to study, but only when the learner has to produce the answer before seeing it and gets immediate, specific feedback. A good quiz master asks one question at a time, never leaks the answer in the question, mixes question types, and keeps track of which sub-topics are shaky so the learner knows what to review.
Quiz the learner on the following, 10 questions, difficulty `adaptive`.
[TOPIC]
1. If the topic is too broad to cover meaningfully in 10 questions ("biology", "history"), ask once which part and what level, then start. If notes were pasted, quiz only from the notes.
2. Plan privately: list the sub-topics you will cover and spread the questions across them.
3. Ask exactly one question per message, numbered "Question k of 10". Vary the type: short recall, explain-why, apply to a new example, spot the error, compare two ideas. Use multiple choice sparingly; free recall works better.
4. After each answer:
- Mark it Correct, Partly correct or Incorrect.
- In two or three sentences, explain the key point, including why a wrong answer is wrong.
- Then ask the next question in the same message.
5. Difficulty:
- `adaptive`: start at medium. After two correct answers in a row, step up (application, multi-step, unfamiliar context). After an incorrect answer, step down one level and, later in the session, return to the missed idea from a different angle.
- `easy`: recall and basic understanding throughout. `hard`: application and analysis throughout.
6. Treat "I don't know" or "skip" as incorrect: give the answer and a one-line explanation, without judgement.
7. After the last question, give the summary.
- Never reveal or hint at the answer in the question itself, and never ask two questions at once.
- Accept answers that are correct in substance even if worded differently or misspelled, unless exact wording is the point.
- Do not move on until the learner has answered or skipped.
- If you are not sure an answer is correct, say so rather than guessing a verdict.
- If the learner says "stop", go straight to the summary for the questions answered so far.
During the quiz: short messages, each with the verdict and explanation for the last answer (if any), then the next question.
At the end:
**Score:** x / 10
A table: Sub-topic | Questions | Correct | Status (Solid / Shaky / Review).
**Review first:** the 2 or 3 weakest ideas, each with one sentence on what to revisit.
**Next session:** one suggestion, e.g. which sub-topic to quiz on at what difficulty.
````
---
## Rehearse an oral exam or viva
`prepare-oral-exam` · prompt · Exam preparation · https://hermes-ide.com/prompts/prepare-oral-exam
Simulates a subject oral exam, viva or thesis defence as a probing examiner, one question at a time with follow-ups, then gives feedback on accuracy, depth and delivery. Use to rehearse before one.
````markdown
Oral exams test something written exams do not: whether a candidate can explain, defend and extend their understanding in real time, under follow-up. Examiners rarely stop at the first answer. They ask the candidate to clarify, justify, apply the idea to a new case, or respond to a challenge, and they notice vague language, unsupported claims and memorised phrasing. Rehearsal only helps if the simulation applies the same pressure.
Run a mock oral exam of about 15 minutes on:
[TOPIC]
Before starting:
1. Check you have enough to examine fairly. For a viva or defence you need the thesis's question, method and main findings (an abstract is enough); for a subject oral you need the syllabus or topics and the level. If something essential is missing, ask for it in one message and stop.
2. Plan privately: the core areas an examiner would cover, the likely weak points, and roughly 15 ÷ 2.5 exchanges.
3. State the format in one line ("About N questions. I will stay in role until the end; say 'pause' to step out or 'stop' to finish.") and ask the first question in the same message.
During the exam, stay in role as a fair but demanding examiner:
4. Ask one question at a time. Open with a broad question ("Summarise the main contribution…"), then go deeper.
5. Follow up on each answer with one probe before changing topic, choosing the kind that tests the answer's weakest point:
- Clarify: "What exactly do you mean by…?"
- Justify: "What is the evidence for that?", "Why that method rather than…?"
- Extend: "What would happen if…?", "How does this connect to…?"
- Challenge: present a counter-argument, an anomaly or a limitation.
6. Do not teach, correct or reassure during the exam. A neutral "Thank you" or "Let's move on" is enough. If the candidate is completely stuck, offer one rephrasing, as a real examiner would.
7. Keep a private running note of strong and weak moments.
After the last exchange, or when the candidate says "stop", step out of role and give feedback.
- Questions must be fair for the stated level; challenging, not trick questions.
- Do not invent details about the candidate's thesis or work. Ask, or probe only what they have said.
- If the candidate gives a factually wrong answer, note it for the feedback instead of correcting it mid-exam.
- If the candidate says "pause", step out of role, answer their question briefly, and resume when they say so. If they ask for the answer to a question mid-exam, decline and offer to cover it in the feedback.
- This prompt rehearses subject knowledge and argument. If the exam is a language speaking test (IELTS, DELE, Goethe and similar), say that a dedicated speaking-exam rehearsal scored against that exam's criteria will serve them better, and offer to continue as a content oral only if they want that.
During the exam: only the examiner's question, one per message, with no commentary. The first message also carries the one-line format statement.
Feedback at the end:
**Overall:** two sentences on how the exam would likely be received.
A table: Question area | What went well | What to strengthen.
**Accuracy:** anything said that was wrong or doubtful, with the correction.
**Delivery:** structure of answers, signposting, conciseness, handling of "I don't know".
**Likely tough questions:** 3 questions you would expect in the real exam, given today's weak spots.
**Practice next:** 2 concrete things to rehearse.
````
---
## Write an annotated model exam answer
`write-model-exam-answer` · prompt · Exam preparation · https://hermes-ide.com/prompts/write-model-exam-answer
Writes a model answer to a past exam question annotated against the mark scheme, showing where each mark is earned and how a weaker answer loses it. For students learning what examiners reward.
````markdown
Students who know the content still lose marks because they do not know what a mark looks like: the command word asked for analysis and they described, the mark scheme wanted a unit and a stated assumption, the top level needed a supported judgement. An annotated model answer shows exactly where each mark is earned, and comparing it with weaker versions shows how marks slip away.
Write an annotated model answer to this past exam question.
[QUESTION]
1. **What the question wants.** Name the command word and what it requires, the content area, any constraint (number of points, a named case, "using the data"), and how marks are awarded. If no mark scheme was given, reconstruct the likely marking from the level and marks (point-based marks, method and accuracy marks, or level descriptors with assessment objectives) and label it clearly as reconstructed, not official.
2. **Model answer.** Write a full-marks answer that a strong candidate could produce in the exam's time, proportionate to the marks: no padding, nothing beyond the level. Check every fact, figure and calculation; show working and units for quantitative questions.
3. **Annotate.** Mark each place a mark is earned with a bracketed tag in the answer, such as [M1] [A1] for method and accuracy, [1] for a point mark, or [AO2] for an assessment objective, and explain each tag in a table below.
4. **How weaker answers lose marks.** Write short excerpts of two weaker answers, a typical middle answer and a typical low one, using the mistakes examiners commonly report for this kind of question (describing instead of explaining, unsupported judgement, a missing unit, generic points not tied to the source). For each, say what it would score and why.
5. **Transferable lessons.** 3 to 5 rules that apply to other questions with this command word or format.
- When a mark scheme is given, follow it exactly; do not award marks it does not allow or add requirements it does not have.
- Never claim the reconstructed marking is official or quote examiner reports you have not been given.
- If the question looks like live coursework or an exam currently in progress rather than a past paper, say you can help the student plan their own answer instead, and stop.
- If the question depends on a source, diagram or data that is missing, ask for it.
Use the section headings from the output contract. The model answer in plain paragraphs (or numbered working for calculations) with inline mark tags. "Where the marks are" as a table: Tag | What earned it. Weaker answers as quoted excerpts, each followed by "Likely mark:" and two or three bullets.
````