@rubytech/create-maxy-code 0.1.0

package/payload/premium-plugins/teaching/skills/lesson-planner/references/plan-structure.md

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+# Lesson Plan Structure
+
+## Content Source
+
+All lesson content must come from the knowledge base (memory). Search memory for the topic before generating the plan. If memory doesn't have sufficient content for the requested topic, say so — don't fill gaps from training data.
+
+## Plan Format
+
+Every lesson plan should include these sections:
+
+### Title
+Clear, descriptive title including the topic.
+
+### Overview
+- Age level
+- Duration (minutes)
+- Learning objectives (4-5 clear, measurable objectives)
+- Materials needed (paper, pencils, etc. — keep it simple)
+
+### Vocabulary
+Key terms with age-appropriate definitions and example usage. Include every term the student will encounter during the lesson.
+
+### Lesson Structure
+
+Divide the lesson into timed sections. For 10-15 minute lessons: 2-3 sections. For 15-20 minute lessons: 3-4 sections maximum.
+
+Each section includes:
+- **Title** with time allocation (e.g., "Part 1: Opening Question (3 minutes)")
+- **Type** — introduction, instruction, activity, or assessment
+- **Content** — detailed, multi-paragraph instructions for the parent
+- **Activities** — step-by-step instructions (3-4 steps max per activity)
+- **Comprehension checks** — exact question wording to check understanding
+- **Visual aids** — generate images where they would help (see Multi-Modal Outputs below)
+
+### Assessment Questions
+3-4 questions at varying difficulty (easy, medium, hard) with expected answers. These test actual understanding, not recall.
+
+### Discussion Questions
+3-4 open-ended questions to extend thinking beyond the lesson content.
+
+### Parent Notes
+3-4 paragraphs of guidance for the parent: how to handle common difficulties, what to look for, how to extend the lesson if the child is engaged, and when to move on.
+
+### Looking Ahead
+Brief preview of what the student could learn next — 2-3 concrete topics.
+
+## Content Requirements
+
+Each section's content must include:
+1. **Opening question or hook** with exact wording to use
+2. **Key concepts explained in full** — don't say "explain photosynthesis", write out the actual explanation the parent should give
+3. **Concrete examples** — specific facts, real-world scenarios, or familiar analogies appropriate for the child's age
+4. **Activity instructions** — complete step-by-step directions, not just "do an activity about X"
+5. **Dialogue prompts** — actual words the parent can say: "Say: '...'", "Ask: '...'"
+6. **Expected outcome** — what the child should understand by the end of each section
+
+## Quality Standards
+
+- **History:** Include specific dates, names, and events (not "long ago" but "in 1776" or "around 500 years ago")
+- **Science:** Include specific examples, everyday analogies, step-by-step explanations
+- **Maths:** Include worked examples with actual numbers, strategies explained in plain language
+- **Literature:** Include character names, plot points, themes explained concretely
+- **All subjects:** Use age-appropriate analogies that connect to the child's experience. Provide 3-5 concrete examples per major concept.
+
+## Multi-Modal Outputs
+
+Lesson plans are not limited to text. Use available tools to enrich the plan:
+
+**Images** — Use `image_generate` to create visual aids where they would strengthen the lesson:
+- Diagrams for science topics (cell structures, forces, circuits)
+- Number lines, shapes, or worked examples for maths
+- Maps, timelines, or scene illustrations for history and geography
+- Any concept that's easier to understand visually than verbally
+
+Describe the image content precisely in the generation prompt. Include the image at the relevant point in the lesson plan.
+
+**Video** (future) — When HeyGen video generation is available, lesson plans can include short video explanations. For now, note where a video would be valuable and write the narration script so it's ready for generation.
+
+## Curriculum Alignment
+
+When curriculum alignment is requested:
+- Include specific curriculum objectives and level references from the knowledge base
+- Ensure learning outcomes match the relevant curriculum expectations
+- Use curriculum-appropriate terminology and assessment criteria
+- Reference relevant areas of learning from the applicable framework
+
+When curriculum alignment is NOT requested:
+- Take a flexible, exploratory approach tailored to the student's interests
+- Prioritise understanding and curiosity over standardised objectives
+- Adapt content freely to match the learner's pace and style
+
+## Self-Contained Principle
+
+The parent must be able to teach the entire lesson using ONLY this plan. No external resources, no "look this up", no "find a video about X". Everything the parent needs to know and say is in the plan — including any visual aids generated as part of it.

package/payload/premium-plugins/teaching/skills/study-pack-builder/SKILL.md

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+---
+name: study-pack-builder
+description: "Generate a complete self-study revision pack from the knowledge base. Disaggregates a subject into topics, then produces flashcards, summaries, assessment questions, images, and video for each — structured for independent student revision."
+---
+
+# Study Pack Builder
+
+You help parents and students turn a subject or topic area into a structured revision pack the student can use independently. Content comes from the knowledge base (memory).
+
+## When to Activate
+
+The parent or student wants to create revision materials, a study pack, flashcards, or revision notes for a subject, specification, or set of topics.
+
+## Workflow
+
+```
+1. Scope the subject (what subject, what framework if any, which topics)
+2. Disaggregate into topics (search memory, confirm structure with parent)
+3. Generate revision materials per topic
+4. Deliver the complete pack
+```
+
+## Step 1: Scope
+
+Gather from the parent or student:
+- **Subject or topic area** the student is studying
+- **Assessment framework** (if applicable — exam board, certification body, or internal standard)
+- **Student's age or year group**
+- **Focus** — full subject or specific topics?
+
+## Step 2: Disaggregate
+
+Search memory for the subject's content structure and material. Load `references/disaggregation.md` for how to build the topic hierarchy from what memory returns.
+
+Present the proposed structure to the parent for confirmation before generating materials. The parent may want to focus on specific topics rather than the full subject.
+
+## Step 3: Generate Materials
+
+For each confirmed topic, generate the revision materials. Load `references/materials.md` for what to produce, multi-modal output options, and quality standards.
+
+Work through topics sequentially. After completing each topic's materials, move to the next.
+
+## Step 4: Deliver
+
+Save the complete pack to memory so the student can access it across sessions. Summarise what was produced and suggest a revision approach.
+
+## Key Rules
+
+1. **All content comes from the knowledge base.** Search memory for subject content and material. Do not generate content from training data.
+2. **Assessment-aligned language.** Flashcards and questions should mirror the precision and phrasing used in the relevant assessment context.
+3. **Confirm before generating.** Always confirm the topic structure with the parent before producing materials. Generation is time-consuming — don't waste it on the wrong scope.
+4. **Self-study materials, not teaching scripts.** Unlike the lesson-planner (which produces parent-delivered plans), these materials are for the student to use independently.

package/payload/premium-plugins/teaching/skills/study-pack-builder/references/disaggregation.md

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+# Disaggregation — Building the Topic Structure
+
+## How to Derive Topic Structure
+
+Search memory for subject content, curriculum structures, and material for the requested subject and assessment framework. Build the topic hierarchy from what memory returns.
+
+### Three-Level Hierarchy
+
+1. **Main topics** — the broadest divisions (e.g., "Algebra", "Ecology and the Environment", "The Cold War")
+2. **Subtopic groups** — clusters within each main topic (e.g., "Equations and Inequalities", "Food Webs and Energy Transfer")
+3. **Individual topics** — the specific items a student needs to know (e.g., "Simultaneous equations", "Trophic levels")
+
+Not every subject has three clean levels. Use what the knowledge base provides — two levels is fine for shorter subjects, four for very detailed ones.
+
+### What to Extract Per Topic
+
+For each individual topic, identify from the knowledge base:
+- What the student is expected to know, understand, or be able to do
+- Key terminology
+- Any required practicals, case studies, or named examples
+- Assessment objectives or command words associated with the topic
+
+If memory doesn't have sufficient detail for a topic, say so — don't fill gaps from general knowledge.
+
+### Presenting for Confirmation
+
+Present the hierarchy to the parent as a numbered outline:
+
+```
+1. Main Topic A
+   1.1 Subtopic Group
+       - Individual topic
+       - Individual topic
+   1.2 Subtopic Group
+       - Individual topic
+2. Main Topic B
+   ...
+```
+
+Ask the parent:
+- Does this structure match their expectations?
+- Are there topics they want to skip or prioritise?
+- Is the granularity right — too broad, too detailed?
+
+Only proceed to material generation after confirmation.
+
+### When the Knowledge Base Doesn't Have the Structure
+
+If memory doesn't contain a content structure for the requested subject, tell the parent what's available and ask if they'd like to provide the structure themselves or work with what the knowledge base has.

package/payload/premium-plugins/teaching/skills/study-pack-builder/references/materials.md

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+# Revision Materials — Per-Topic Generation
+
+For each confirmed topic, produce these outputs. All content must come from the knowledge base (memory search), not from training data.
+
+## 1. Summary
+
+A concise explanation of everything the student needs to know for this topic. Written for the student to read independently.
+
+**Behaviour:**
+- Search memory for the topic content and extract the key facts, definitions, and relationships
+- Use precise, assessment-appropriate language — not dumbed-down paraphrases
+- Organise logically: definitions first, then processes/relationships, then applications
+- Include specific details the knowledge base provides (dates, names, values, formulae, named examples)
+- Keep it dense — this is revision, not first-encounter teaching
+- Adapt the language complexity to the student's age, but do not sacrifice precision for simplicity
+
+## 2. Flashcards
+
+Question-and-answer pairs for active recall practice.
+
+**Behaviour:**
+- Write questions that mirror assessment phrasing — use command words relevant to the subject (define, explain, describe, compare, evaluate, calculate)
+- One concept per card
+- Answers should be concise and specific — what an assessor would accept
+- Cover every key term, definition, and process in the topic
+- Include application questions, not just recall — "Why does X happen?" not just "What is X?"
+- Aim for 8-15 cards per individual topic depending on content density
+
+**Format:**
+Present as a numbered list of Q/A pairs:
+```
+1. Q: [Question]
+   A: [Answer]
+```
+
+## 3. Assessment Questions
+
+Assessment-style questions at varying difficulty.
+
+**Behaviour:**
+- 3-5 questions per topic
+- Mix question types: short answer, explanation, application
+- Grade by difficulty: label each as Foundation, Intermediate, or Higher
+- Write plausible distractors for multiple-choice questions — drawn from within the same topic, not obviously absurd
+- Include the expected answer or mark scheme points for each question
+- Where the subject uses specific command words, use them
+
+## 4. Key Terms
+
+A glossary of essential vocabulary for the topic.
+
+**Behaviour:**
+- Every technical term the student would encounter in this topic
+- Definitions that match the precision expected at the student's level
+- Include the term as used in context where helpful
+- Order alphabetically within each topic
+
+## 5. Visual Overview
+
+Generate an image summarising the topic's key concepts and relationships.
+
+**Behaviour:**
+- Use `image_generate` to create a visual overview — an infographic-style image showing the main concepts, their relationships, and key facts
+- The image should work as a one-page visual reference the student can glance at during revision
+- Describe the image content precisely in the generation prompt: topic name, key concepts to include, relationships to show, any diagrams or flows that would help
+- For science topics: include diagrams (cell structures, food webs, circuit diagrams)
+- For maths topics: include worked examples and formula summaries
+- For humanities topics: include timelines, cause-and-effect flows, key figure summaries
+
+## 6. Video Summary (Future)
+
+When HeyGen video generation is available, generate a short video explanation of each topic.
+
+**Behaviour:**
+- Write a script suitable for a 2-3 minute video summary of the topic
+- The script should be structured as spoken narration — clear, direct, assessment-focused
+- Save the script to memory alongside the other materials so it can be used for video generation when the capability is available
+- Mark this output as "script ready — video generation pending"
+
+## Saving to Memory
+
+Save each topic's materials to memory as a single file at:
+```
+memory/public/study-packs/{subject}/{topic-slug}.md
+```
+
+Use a consistent structure within each file:
+```
+# {Topic Name}
+
+## Summary
+...
+
+## Flashcards
+...
+
+## Assessment Questions
+...
+
+## Key Terms
+...
+
+## Visual Overview
+[Generated image reference]
+
+## Video Script
+[Script text — pending video generation]
+```
+
+## Quality Check
+
+Before saving, verify:
+- Every flashcard and assessment answer traces back to knowledge base content
+- No content has been introduced from general knowledge or training data
+- Key terms match the terminology used in the knowledge base
+- The difficulty spread is appropriate for the student's age and level

package/payload/premium-plugins/writer-craft/PLUGIN.md

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+---
+name: writer-craft
+description: "Manuscript review and writing craft tools grounded in neuroscience-based story theory, professional editing practice, and prose technique. 11 skills covering story architecture, reader engagement, prose craft, point of view, persuasive storytelling, editorial practice, citation style, and three levels of manuscript review — plus a specialist subagent for autonomous deep manuscript review."
+icon: ✍️
+tools: []
+always: false
+metadata: {"platform":{"optional":true,"pluginKey":"writer-craft","embed":["admin"]}}
+---
+
+# Writer Craft
+
+11 specialist skills for writers, editors, and anyone working with narrative. Each skill draws on neuroscience-based story theory (how the brain processes narrative), professional editing practice (developmental, line, and copyediting), and prose technique (sound, rhythm, word economy, POV). One specialist subagent performs autonomous deep manuscript review.
+
+## When to Activate
+
+The user is:
+- Writing fiction or nonfiction and wants craft-level guidance
+- Reviewing or editing a manuscript, chapter, scene, or passage
+- Building a story from scratch using blueprinting methodology
+- Working on persuasive writing, speeches, or advocacy storytelling
+- Formatting citations and references in Chicago author-date style
+- Seeking feedback on prose quality, POV consistency, or reader engagement
+
+## Skills
+
+### Story & Structure
+
+| Skill | Purpose |
+|-------|---------|
+| `story-architecture` | Build and analyze internal story architecture: misbelief, desire, third rail, worldview, origin scenes, scene cards |
+| `story-blueprint` | Walk a writer interactively through building a story from the inside out using the Story Genius blueprinting method |
+| `reader-engagement` | Analyze and teach reader engagement: hooking from page one, urgency, cause-and-effect, setup-payoff, conflict escalation |
+
+### Prose & Voice
+
+| Skill | Purpose |
+|-------|---------|
+| `prose-craft` | Review and teach prose technique: sound and rhythm, sentence variety, punctuation, repetition, word economy, crowding and leaping |
+| `point-of-view` | Guide point of view, narrative voice, tense, person, and indirect narration |
+| `persuasive-storytelling` | Guide persuasive storytelling for nonfiction, speeches, marketing, and advocacy |
+
+### Editing & Reference
+
+| Skill | Purpose |
+|-------|---------|
+| `editorial-practice` | Guide professional editing methods: developmental editing, line editing, copyediting, self-editing, genre-specific considerations |
+| `citation-style` | Guide Chicago author-date citation and reference formatting per the Chicago Manual of Style (17th edition) |
+
+### Review
+
+| Skill | Purpose |
+|-------|---------|
+| `review-manuscript` | Comprehensive multi-level review covering story architecture, reader engagement, prose craft, and editorial quality |
+| `review-scene` | Deep analysis of a single scene against scene card criteria, engagement principles, and prose craft standards |
+| `review-prose` | Prose-level review analyzing sound, rhythm, sentence variety, POV consistency, word economy, and crowding/leaping balance |
+
+## Specialist Agent
+
+| Agent | Purpose |
+|-------|---------|
+| `writer-craft--manuscript-reviewer` | Autonomous deep manuscript reviewer — reads a full manuscript or chapter and produces a structured report with inline observations and summary |
+
+The manuscript-reviewer agent operates in its own context window with file tools (Read, Glob, Grep, Write), allowing it to work through full manuscripts autonomously. Use it when the user submits a substantial piece of text for comprehensive review across all dimensions.
+
+## Tools Used
+
+No MCP server. Skills operate via existing platform tools:
+- `memory-search` — retrieve writing-related content from the knowledge base
+- `render-component` — present structured choices during interactions
+
+## References
+
+Domain knowledge files loaded on demand by each skill. See individual skill files for their specific reference listings.
+
+| Skill | References |
+|-------|-----------|
+| `story-architecture` | `misbelief-desire-worldview.md`, `blueprinting-and-scene-cards.md`, `origin-scenes-and-escalation.md`, `inner-issue-and-protagonist-goal.md` |
+| `story-blueprint` | `blueprinting-process.md`, `blueprinting-exercises.md` |
+| `prose-craft` | `sound-and-rhythm.md`, `word-economy.md`, `punctuation-and-grammar.md`, `repetition.md` |
+| `point-of-view` | `pov-types-and-voice.md`, `tense-and-person.md`, `indirect-narration.md`, `protagonist-filter.md` |
+| `reader-engagement` | `hooking-readers.md`, `cause-effect-setup-payoff.md`, `conflict-escalation.md`, `neurochemistry-of-engagement.md` |
+| `persuasive-storytelling` | `audience-analysis.md`, `transformation-framework.md`, `crafting-persuasive-story.md`, `persuasion-case-studies.md` |
+| `editorial-practice` | `developmental-editing.md`, `line-editing.md`, `copyediting.md`, `genre-specific-editing.md`, `self-editing.md` |
+| `citation-style` | `citation-rules.md`, `reference-list-rules.md`, `journal-article-models.md`, `book-and-chapter-models.md`, `other-source-models.md` |
+| `review-manuscript` | `review-manuscript-checklist.md` |
+| `review-scene` | `scene-analysis-framework.md` |
+| `review-prose` | `prose-review-checklist.md` |

package/payload/premium-plugins/writer-craft/agents/writer-craft--manuscript-reviewer.md

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+---
+name: manuscript-reviewer
+description: "Autonomous deep manuscript reviewer. Delegate when the user submits a manuscript, chapter, or substantial passage for comprehensive review, asks for a 'full review', 'manuscript assessment', or 'deep critique', or wants feedback across all dimensions of writing quality rather than a specific aspect."
+summary: "Reads a full manuscript or chapter and produces a structured report with inline observations and a summary covering story architecture, reader engagement, prose craft, and editorial quality."
+model: claude-sonnet-4-6
+tools: Read, Glob, Grep, Write
+---
+
+# Manuscript Reviewer Agent
+
+You are a manuscript reviewer with deep expertise in neuroscience-based story theory, professional editing practice, and prose craft. Your job is to read the submitted text carefully and produce a comprehensive review that helps the writer make their work better.
+
+## Your Knowledge Base
+
+You draw on three bodies of knowledge:
+
+1. **Neuroscience-based story theory** — how the brain processes narrative, why readers engage or disengage, the internal architecture of story (misbelief, desire, third rail, cause-and-effect, setup-payoff)
+2. **Professional editing practice** — developmental editing, line editing, copyediting, genre-specific considerations
+3. **Prose craft technique** — sound, rhythm, sentence variety, POV, voice, word economy, crowding and leaping
+
+## Review Process
+
+### Step 1: Read the Full Text
+Read everything before making observations. Note your first impressions — where you were engaged, confused, bored, or delighted. These are data.
+
+### Step 2: Identify the Story's Core
+Before critiquing, establish what exists:
+- What is the story about (the internal journey, not the plot)?
+- Who is the protagonist and what do they want?
+- What is the misbelief or inner issue?
+- What is the story question the reader is tracking?
+
+If these cannot be identified, that is the primary finding.
+
+### Step 3: Apply Four Lenses (in order)
+
+**Lens 1 — Story Architecture:**
+Check misbelief (specific, earned, active?), desire (in conflict with misbelief?), third rail (does every scene touch it?), cause-and-effect chain through the internal story, opening (last possible moment?), trajectory toward the Aha moment.
+
+**Lens 2 — Reader Engagement:**
+Check the opening hook, urgency, cause-and-effect scene to scene, setup-payoff integrity, conflict escalation, emotional resonance (protagonist reacting, reader able to mirror).
+
+**Lens 3 — Prose Craft:**
+Check sound and rhythm (mind's ear test), sentence variety, adjective/adverb economy, repetition (deliberate vs. accidental), POV consistency, exposition integration, crowding/leaping balance.
+
+**Lens 4 — Editorial Quality:**
+Check structural pacing, line-level clarity, internal consistency (names, timeline, details), passages where the reader would disengage.
+
+### Step 4: Produce the Report
+
+Output two parts:
+
+**Part A — Inline Observations:**
+Walk through the text, noting observations at the specific points where they occur. For each:
+- Quote or reference the passage
+- Name the issue precisely
+- Explain why it matters to the reader's experience
+- Suggest a direction for revision where possible
+
+**Part B — Summary Report:**
+
+```
+## Manuscript Review: [Title/Description]
+
+### What Works
+[Specific, genuine praise — name what the writer does well]
+
+### Story Architecture
+[Misbelief, desire, third rail, internal story, cause-and-effect]
+
+### Reader Engagement
+[Hooks, urgency, setup-payoff, conflict, emotional resonance]
+
+### Prose Craft
+[Sound, rhythm, POV, word economy, crowding/leaping]
+
+### Editorial Notes
+[Structure, pacing, consistency, line-level issues]
+
+### Priority Recommendations
+[3-5 most important things to address, ordered by impact]
+```
+
+## Review Principles
+
+- **Start with what works.** Every manuscript has strengths. Name them.
+- **Biggest issues first.** If story architecture is broken, don't lead with comma placement.
+- **Be specific.** Not "the pacing is off" but "Chapters 4-6 lose momentum because the protagonist has no active goal."
+- **Explain why.** Don't just flag problems — explain what they do to the reader.
+- **Preserve the author's voice.** Never suggest changes that would make the writing sound like you.
+- **Frame as possibilities.** "What if..." rather than "You must..."
+- **The book belongs to the author.** Help them write the best version of their book.

package/payload/premium-plugins/writer-craft/skills/citation-style/SKILL.md

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+---
+name: citation-style
+description: "Guides Chicago author-date citation and reference formatting per the Chicago Manual of Style (17th edition). Use this skill whenever the user asks about citations, references, bibliography formatting, in-text citations, author-date style, Chicago style, how to cite a source, how to format a reference list, reference entries, parenthetical citations, narrative citations, DOIs, or any question about how to format a citation or reference for a journal article, book, chapter, conference paper, dissertation, report, newspaper, magazine, website, software, dataset, audiovisual source, archival material, patent, or legal case. Also use when reviewing a manuscript's reference list for consistency or when a writer needs to format citations correctly."
+---
+
+# Citation Style: Chicago Author-Date
+
+This skill covers citation and reference formatting in accordance with the Chicago Manual of Style, Seventeenth Edition (2017), using the author-date system. This is the standard for many academic journals and publishers.
+
+## In-Text Citations
+
+Citations appear in two forms:
+
+### Narrative Citations
+The author surname(s) appear as part of the sentence. The year follows in parentheses.
+- `According to Singh and Harris (2018), this phenomenon occurs frequently.`
+- `In 2018, Singh and Harris reported on the frequency...`
+
+### Parenthetical Citations
+The author surname(s) and year appear together in parentheses, placed at the end of a sentence before terminal punctuation.
+- `This phenomenon occurs frequently in nature (Singh and Harris 2018).`
+
+### Author Rules in Citations
+
+| Authors | Citation Form |
+|---------|-------------|
+| 1 | Surname (Year) |
+| 2 | Surname and Surname (Year) |
+| 3 | Surname, Surname, and Surname (Year) |
+| 4+ | Surname et al. (Year) |
+| Organizational | Full name or abbreviation if reference uses one |
+| No author | Short title in title case (Year) |
+
+### Page Numbers with Quoted Passages
+A comma separates year from page number: `(Liu et al. 2009, 124)` or for a range: `(Liu et al. 2009, 124–125)`.
+
+### Multiple Citations
+Arrange alphabetically by author surname; separate with semicolons: `(Abbas and Ludden 2018; Carlyle 1997; Carlyle et al. 1997)`
+
+### Same Author, Same Year
+Add lowercase letter designators: `(Murakami 2003a, 2003b)`
+
+### Secondary Sources
+Use "quoted in": `(Huang and Zoller 1995, quoted in Zhu 2010, 18)`
+
+## Reference List
+
+The reference section appears at the end of the text under the heading "References." It includes entries for all works cited. Entries use hanging indent format.
+
+### Ordering Rules
+1. Alphabetical by first author's surname
+2. Same first author → alphabetical by subsequent authors
+3. Same full author list → chronological by publication date
+4. Same authors and year → alphabetical by title, with letter designators (a, b, c)
+5. Organizational authors ordered alphabetically by name/acronym
+6. No credited author → alphabetical by title among other entries
+
+### Author Formatting in References
+- First author: Surname, Given Name(s) or Initial(s).
+- Subsequent authors: Given Name(s) Surname (not inverted)
+- 2–10 authors: list all, "and" before final name
+- 11+ authors: list first seven, then "et al."
+- Do not replace repeated names with dashes
+
+### Titles
+- Journal/magazine/newspaper titles: italicised, title case, no quotation marks
+- Article/chapter titles: roman font, quotation marks, title case
+- Book/report titles: italicised, title case
+
+### URLs and DOIs
+- DOIs close journal article entries (when available)
+- URLs close web and other electronic resource entries
+- Access dates recorded only when no publication date can be determined
+
+## Quick Formatting Checklist
+
+- [ ] All in-text citations have corresponding reference entries (and vice versa)
+- [ ] Author names formatted correctly (inverted first author, non-inverted subsequent)
+- [ ] 4+ authors use "et al." in citations, full list (up to 10) in references
+- [ ] Publication years present on all entries (or "n.d." / "forthcoming")
+- [ ] Journal articles include volume, issue number, page range, and DOI
+- [ ] Book entries include city and publisher
+- [ ] Titles use correct capitalisation and formatting (italic vs. quotation marks)
+- [ ] Reference list alphabetised correctly
+- [ ] Same-author/same-year entries have letter designators
+- [ ] Hanging indent format throughout reference list
+
+## When to Read Reference Files
+
+- **For detailed in-text citation rules** (placement, authors, years, special cases) — read `references/citation-rules.md`
+- **For general reference list formatting rules** (ordering, author lists, titles, URLs/DOIs) — read `references/reference-list-rules.md`
+- **For journal article reference models** with examples — read `references/journal-article-models.md`
+- **For book and book chapter reference models** with examples — read `references/book-and-chapter-models.md`
+- **For all other source types** (conferences, dissertations, reports, newspapers, magazines, web, software, audiovisual, unpublished, archival, legal) — read `references/other-source-models.md`

package/payload/premium-plugins/writer-craft/skills/citation-style/references/book-and-chapter-models.md

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+# Book and Book Chapter Reference Models
+
+## Book Models
+
+### One Author
+`Gibson, J. J. 1966. *The Senses Considered as Perceptual Systems*. Boston: Houghton Mifflin.`
+
+### Two Authors
+`Hodgson, Jay, and Steve MacLeod. 2014. *Representing Sound*. Waterloo, ON: Wilfrid Laurier University Press.`
+
+### Three Authors
+`Bale, Tim, Paul Webb, and Monica Poletti. 2020. *Footsoldiers*. Abingdon, UK: Routledge.`
+
+### Four to Ten Authors
+List all. `Goad, Philip, Ann Stephen, Andrew McNamara, Harriet Edquist, and Isabel Wünsche. 2019. *Bauhaus Diaspora and Beyond*. Melbourne: Melbourne University Press.`
+
+### No Credited Author
+`*The Dual Disorders Recovery Book*. 1993. Center City, MN: Hazelden Foundation.`
+
+### Nonprimary Author Credited
+`Todorovic, Milan. 2016. *Rethinking Strategy for Creative Industries*. With Ali Bakir. Abingdon, UK: Routledge.`
+
+### Editor in Author Role
+`Goodwin, Prue, ed. 2005. *The Literate Classroom*. London: David Fulton.`
+
+### Multiple Editors in Author Role
+`Malici, A., and E. S. Smith, eds. 2018. *Political Science Research in Practice*. New York: Routledge.`
+
+### Authored with Editor
+`Arendt, Hannah. 1978. *The Life of the Mind*. Edited by Mary McCarthy. New York: Harcourt.`
+
+### Republication (Reprint)
+`Dewey, John. (1916) 1997. *Democracy and Education*. Reprint, New York: Free Press.`
+
+### Numbered Edition
+`du Cros, Hilary, and Bob McKercher. 2020. *Cultural Tourism*. 3rd ed. Abingdon, UK: Routledge.`
+
+### Non-English Title with Translation
+`Martín-Baró, Ignacio. 1995. *Violencia y agresión social* [Violence and social aggression]. Santo Domingo, Dominican Republic: Centro de Estudios Sociales.`
+
+### Published Translation
+`Bourdieu, Pierre. 1984. *Distinction*. Translated by Richard Nice. Cambridge, MA: Harvard University Press.`
+
+### Translation with Edition
+`Wittgenstein, Ludwig. 2009. *Philosophical Investigations*. Translated by G. E. M. Anscombe, P. M. S. Hacker, and Joachim Schulte. 4th rev. ed. Oxford: Wiley–Blackwell.`
+
+### Multivolume Work
+`Moore, C. 2013–2019. *Margaret Thatcher: The Authorized Biography*. 3 vols. London: Allen Lane.`
+
+### Single Volume of Multivolume Work
+`Hauser, Arnold. 2005. *Naturalism, Impressionism, The Film Age*. 3rd ed. Vol. 4 of *The Social History of Art*. London: Routledge.`
+
+### Organizational Author (without abbreviation)
+`Shanghai Finance Institute P2P Research Group. 2017. *Peer-to-Peer Lending with Chinese Characteristics*. Abingdon, UK: Routledge.`
+
+### Organizational Author (with abbreviation)
+`SFI P2P RG (Shanghai Finance Institute P2P Research Group). 2017. *Peer-to-Peer Lending with Chinese Characteristics*. Routledge.`
+
+## Book Chapter Models
+
+### One Editor
+`Saks Berman, Joan. 1995. "From Chicago to Rainbow Bridge." In *Voices of Feminist Therapy*, edited by Elizabeth Friar Williams, 11–25. Reading, UK: Harwood Academic Publishers.`
+
+### Two Editors
+`Schwab, Brendan, and Steven Finocchiaro. 2018. "'Don't Fix It!': The Role of Player Empowerment." In *Match-Fixing in Sport*, edited by Stacey Steele and Hayden Opie, 135–150. Abingdon, UK: Routledge.`
+
+### Three Editors
+`Adams, Zeno, Roland Füss, and Dieter G. Kaiser. 2008. "Macroeconomic Determinants of Commodity Futures Returns." In *The Handbook of Commodity Investing*, edited by Frank J. Fabozzi, Roland Füss, and Dieter G. Kaiser, 87–112. Hoboken, NJ: John Wiley & Sons.`
+
+### No Credited Author, Republication
+`"The Putney Debates: The Debate on the Franchise." (1647) 2003. In *Divine Right and Democracy*, edited by David Wooton, 285–316. Indianapolis, IN: Hackett.`
+
+### Chapter with Author-Supplied Translation
+`Rey, B. 2006. "Le savoir universitaire: Un savoir sans problème?" [University knowledge: Problem-free knowledge?]. In *Situations de formation et problématisation*, edited by M. Fabre and E. Vellas, 143–158. Louvain-la-Neuve, Belgium: De Boeck.`
+
+### Chapter from Titled Volume of Multivolume Work
+`Brooke, Jonathan E. 2018. "Calcutta: A Central Exchange Point (1700–1840)." In *Since 1500*, edited by Aran MacKinnon and Elaine McClarnand MacKinnon, 103–120. Vol. 2 of *Places of Encounter*. New York: Routledge.`