Structures and writes discussion sections for academic papers and research reports. Use when writing a discussion section, interpreting research results, connecting findings to existing literature, addressing study limitations, synthesizing conclusions, or drafting any part of an academic discussion. Helps researchers organize arguments, contextualize data, and produce clear, publication-ready discussion prose.
58
67%
Does it follow best practices?
Impact
—
No eval scenarios have been run
Passed
No known issues
Optimize this skill with Tessl
npx tessl skill review --optimize ./scientific-skills/Academic Writing/discussion-section-architect/SKILL.mdQuality
Discovery
100%Based on the skill's description, can an agent find and select it at the right time? Clear, specific descriptions lead to better discovery.
This is a strong skill description that clearly defines its scope (academic discussion sections), lists concrete actions, and provides explicit trigger guidance via a well-constructed 'Use when...' clause. It uses proper third-person voice throughout and includes natural keywords researchers would use. The description is comprehensive without being verbose.
| Dimension | Reasoning | Score |
|---|---|---|
Specificity | Lists multiple specific concrete actions: 'structures and writes discussion sections', 'interpreting research results', 'connecting findings to existing literature', 'addressing study limitations', 'synthesizing conclusions', 'organize arguments', 'contextualize data', 'produce clear, publication-ready discussion prose'. | 3 / 3 |
Completeness | Clearly answers both 'what' (structures and writes discussion sections, organizes arguments, contextualizes data, produces publication-ready prose) and 'when' with an explicit 'Use when...' clause listing six specific trigger scenarios. | 3 / 3 |
Trigger Term Quality | Includes strong natural keywords users would say: 'discussion section', 'research results', 'findings', 'existing literature', 'study limitations', 'conclusions', 'academic discussion', 'publication-ready'. These cover a good range of terms a researcher would naturally use. | 3 / 3 |
Distinctiveness Conflict Risk | Narrowly scoped to discussion sections of academic papers specifically, which is a clear niche. The triggers are distinct enough to avoid confusion with general writing skills, literature review skills, or methods section skills. | 3 / 3 |
Total | 12 / 12 Passed |
Implementation
35%Reviews the quality of instructions and guidance provided to agents. Good implementation is clear, handles edge cases, and produces reliable results.
The skill contains genuinely useful academic writing guidance (discussion structure, interpretation examples, revision checklist) buried under layers of generic boilerplate scaffolding. The description is copy-pasted multiple times, and large sections (Output Requirements, Response Template, Error Handling, Input Validation) are generic patterns Claude already knows. The competing workflow structures (generic script-based vs. domain-specific writing process) create confusion about the intended usage path.
Suggestions
Remove all generic boilerplate sections (Output Requirements, Response Template, Input Validation, Error Handling, Implementation Details) that don't add domain-specific value — these waste tokens on things Claude already knows.
Eliminate the duplicated skill description from 'When to Use' and 'Key Features' sections; replace with a single 1-2 sentence purpose statement.
Remove or clarify the scripts/main.py references — either explain what the script does and provide the bundle, or remove the script-based workflow entirely and focus on the instruction-based academic writing workflow.
Consolidate the two competing workflows into a single clear sequence: gather inputs → choose structure → draft → checklist review → revise → finalize.
| Dimension | Reasoning | Score |
|---|---|---|
Conciseness | Extremely verbose and repetitive. The skill description is copy-pasted verbatim in multiple places (When to Use, Key Features). Large sections of boilerplate (Output Requirements, Response Template, Input Validation, Error Handling) are generic scaffolding that Claude already knows. The 'Implementation Details' section says 'See Workflow above' then repeats similar content. Much of the content could be cut by 60%+ without losing information. | 1 / 3 |
Actionability | The core academic writing guidance (Core Capabilities sections 1-4, Recommended Discussion Structure, Draft → Revise Loop with checklist) provides concrete, actionable instructions with good examples of input/output pairs. However, the script-related sections (scripts/main.py, bash commands) are generic placeholders with no indication of what the script actually does, and no bundle files are provided to verify executability. | 2 / 3 |
Workflow Clarity | The Draft → Revise Loop is well-structured with a clear checklist and explicit re-check step, which is good. However, there are two competing workflows — a generic 5-step workflow (confirm objective, validate scope, use script, return result, fallback) and the domain-specific Quick Start + Draft → Revise Loop. These are not clearly reconciled, creating confusion about which workflow to actually follow. The generic workflow lacks validation checkpoints specific to the task. | 2 / 3 |
Progressive Disclosure | References to external files (references/guide.md, references/examples/, references/audit-reference.md) are present and clearly signaled, which is good. However, no bundle files are provided to verify these exist, and the SKILL.md itself is monolithic — containing both generic boilerplate sections and domain-specific content that could be better separated. The inline content is too long and mixes concerns. | 2 / 3 |
Total | 7 / 12 Passed |
Validation
90%Checks the skill against the spec for correct structure and formatting. All validation checks must pass before discovery and implementation can be scored.
Validation — 10 / 11 Passed
Validation for skill structure
| Criteria | Description | Result |
|---|---|---|
frontmatter_unknown_keys | Unknown frontmatter key(s) found; consider removing or moving to metadata | Warning |
Total | 10 / 11 Passed | |
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