explico 0.8.0 → 0.11.1

package/docs/authoring/prose.md

@@ -6,6 +6,41 @@ meets in running text rather than in a symbol, a figure, or a heading.
 See [README.md](README.md) for what "strong recommendation", "Build-enforced",
 and "Review-only" mean here, and how to amend a rule.
 
+## The goal is clarity
+
+An explico page — a lesson in a set of lecture notes, or a page of technical
+documentation — is read to learn from and to look things up. A reader studies
+it, rereads it to find one definition or one step, and checks each claim. The
+main text is written so that each sentence has one reading. When clarity
+conflicts with variety or entertainment, clarity wins: a repeated term is
+better than a synonym, a literal statement is better than a metaphor, and a
+plain sentence is better than a lively one.
+
+"Lesson" below means any content page, whatever the site is for; "course"
+means the whole site. Both are the engine's own terms.
+
+[P2](#p2)–[P9](#p9) adapt the controlled-language principles of ASD-STE100
+(Simplified Technical English) to scientific and technical writing. They keep its
+aims — one term for each concept, one meaning for each term, simple explicit
+sentences — but not its restricted dictionary: a course uses the full
+established vocabulary of its field.
+
+## Main text and asides
+
+Some rules below apply only to the main text.
+
+- **Main text** is everything a reader must read to follow the lesson:
+  headings, paragraphs, list items, table cells, figure and table titles and
+  captions, derivation justifications ([N18](notation.md#n18)), and
+  assessment prompts and explanations.
+- An **aside** is optional material that a reader can skip: the body of a
+  `<ShortNote>` or a `<Memo>` ([components.md](components.md#short-asides-and-detours)).
+
+The main text must be complete without its asides. A reader who never opens
+an aside still gets every definition and every step of the argument. An
+aside can hold an analogy, a historical remark, or industry jargon
+([P6](#p6)), which the main text excludes.
+
 ---
 
 ## P1
@@ -62,3 +97,519 @@ alternative.
 _Exceptions._ A quotation, a source title, or a code identifier that contains
 "or" is left as written. So is "or" inside an assessment answer choice that
 really offers alternatives.
+
+---
+
+## P2
+
+**Use one term for each concept, and repeat it.**
+
+Each concept in a course has one canonical term. The main text uses that term
+every time it refers to the concept, also when the repetition sounds heavy.
+Do not replace the term with a synonym, a near-synonym, or a paraphrase to
+avoid repetition.
+
+```md
+<!-- Four names for one quantity. Is "how far the ball travels" the range? -->
+
+The range depends on the launch angle. The horizontal distance is largest at
+$45^\circ$, and past that a steeper throw shortens how far the ball travels.
+The reach at $30^\circ$ matches the reach at $60^\circ$.
+
+<!-- One name for each concept, repeated. -->
+
+The range depends on the launch angle. The range is largest at a launch angle
+of $45^\circ$. Above $45^\circ$, a larger launch angle gives a smaller range.
+The range at $30^\circ$ equals the range at $60^\circ$.
+```
+
+_Rationale._ General writing style teaches authors not to repeat a word, so
+they rotate synonyms. In technical text, a reader takes a new word as a
+signal of a new concept. "Horizontal distance" really can name a different
+quantity: the horizontal position at any moment of the flight, of which the
+range is only the final value. A reader who meets three names must stop to
+check whether they mean the same thing, or assume that they do and sometimes
+be wrong. Repetition costs the reader nothing.
+
+_How to apply._
+
+- **Choose the canonical term.** When the concept has a notation entry, its
+  `label` is the canonical term (`motion.range` → "range"). Otherwise use the
+  term of the lesson that defines the concept, which is normally the
+  established term of the field ([P4](#p4)).
+- **Keep it across the course, not only the page.** Readers move between
+  lessons in any order. A term that changes between two lessons looks like a
+  new concept.
+- **Introduce a second name once, if the reader needs it.** When other
+  sources, software, or data sets use another established name, give it once,
+  at the definition, with "also called" ([P1](#p1)). Do not use it again in
+  the main text. When the other name is informal industry jargon, it goes in
+  an aside instead ([P6](#p6)).
+- **Verbs count too.** If the lesson says "substitute", it does not later say
+  "plug in" or "insert" for the same operation.
+- **Symbols and pronouns are not synonyms.** "The range" in one sentence and
+  $R$ in the next refer to one notation entry; that is correct. A pronoun or a
+  short form ("the launch angle … this angle") is also correct when its
+  antecedent is clear ([P7](#p7)).
+
+_Enforcement._ Review-only. Whether two words name the same concept depends
+on what the author means, so no gate can decide it. A useful review pass:
+list every noun phrase on the page that names a quantity, and compare each
+one with the `label` of its notation entry.
+
+_Exceptions._ A quotation or a source title keeps its own wording. A second
+name introduced once at the definition, as above, is the purpose of
+[P1](#p1), not a breach of this rule.
+
+---
+
+## P3
+
+**Give each term one meaning, and keep it.**
+
+After a term has a meaning in the course, it has that meaning everywhere in
+the course. Do not use the same word for a second concept. Do not use a
+technical term of the field in its everyday sense.
+
+```md
+<!-- "Range" names two concepts in one sentence. -->
+
+We vary the launch angle over the range $0^\circ$ to $90^\circ$ and record
+the range at each launch angle.
+
+<!-- "Range" names one concept. -->
+
+We vary the launch angle from $0^\circ$ to $90^\circ$ and record the range
+at each launch angle.
+
+<!-- Statistics course: "significant" in its everyday sense. Large, or p < α? -->
+
+The new method gives a significant improvement.
+
+<!-- The size and the test result, each stated in its own words. -->
+
+The new method halves the mean error. The reduction is statistically
+significant ($p < 0.05$).
+```
+
+_Rationale._ This is [N4](notation.md#n4) — one meaning per glyph — applied
+to words. A reader who has learned a definition applies it at every
+occurrence of the word. When "range" also means an interval of angles, the
+reader must decide at each occurrence which meaning applies, or apply the
+wrong definition without noticing. Everyday senses cause most failures,
+because the author does not notice them: "significant", "normal", "error",
+"bias", and "confidence" in statistics; "weight", "work", "power",
+"velocity", and "acceleration" in physics.
+
+_How to apply._
+
+- Use a different word for the second concept: "from … to" or "interval" for
+  a set of angles; "large", or a number, for a size.
+- Treat the technical terms of the course's field as reserved in the main
+  text, also in lessons that come before the term's definition. A reader who
+  has met the term elsewhere reads it in its technical sense.
+- When the field itself gives one word two established technical meanings
+  (the range of a projectile, the range of a function), use one meaning
+  unqualified in the course, and qualify the other at every occurrence ("the
+  range of the function $f$").
+- When two cited sources define a term differently, choose one definition,
+  state it in the main text, and note the other definition in an aside.
+
+_Enforcement._ Review-only. [N4](notation.md#n4) is build-enforced because
+every glyph is bound to a notation key. A word is bound to nothing, so a
+reviewer checks it.
+
+_Exceptions._ A sentence about the word itself, rather than one that uses
+it, may name the everyday sense: "In everyday English, 'significant' means
+'large'; in this course it means …". A quotation keeps its own wording.
+
+---
+
+## P4
+
+**Use the established term, and define it where the argument first needs it.**
+
+When the field has an established term for a concept, use it. Do not invent a
+new name, and do not replace the term with a paraphrase that the reader cannot
+find in other sources. Define each term that the reader cannot be assumed to
+know, at the point where the argument first depends on it.
+
+```md
+<!-- An invented name, used before it is defined. -->
+
+The trip time doubles when the launch speed doubles.
+(Two paragraphs later.) By trip time we mean the time from launch to landing.
+
+<!-- The established term, defined where it is first needed. -->
+
+The time of flight is the time from launch to landing. The time of flight
+doubles when the launch speed doubles.
+```
+
+_Rationale._ An established term connects the lesson to every textbook,
+paper, and search that the reader uses later. An invented name or a
+paraphrase breaks that connection. A definition given where the argument
+first needs it is read together with the context that makes it meaningful. A
+definition given much earlier is forgotten before it is used, and a
+definition given later leaves a gap that the reader fills with a guess.
+
+_How to apply._
+
+- "Cannot be assumed to know" means: not covered by the lesson's
+  `assumptions` frontmatter, and not defined in an earlier lesson. For a term
+  from an earlier lesson, a link to its definition replaces a new definition.
+- A definition is one of: a sentence in the main text that says what the
+  term means; the `[[key]]` card of a notation entry ([N4](notation.md#n4));
+  or an abbreviation entry ([N14](notation.md#n14)). A definition that exists
+  only inside an aside does not count, because the main text must be complete
+  without its asides.
+- Define terms one at a time, in the sentence that first needs them. Do not
+  collect definitions in a list at the start of the lesson, for the same
+  reason that [N4](notation.md#n4) excludes a trailing notation list.
+- Use the term as the field's textbooks and the course's cited sources
+  (`content/sources/`) use it. When the field has two established terms,
+  choose one ([P2](#p2)) and give the other once with "also called"
+  ([P1](#p1)).
+- When no established term exists and the lesson needs a name, say that the
+  name belongs to the course: "We call this the _level-ground case_; the name
+  is not a standard term."
+
+_Enforcement._ Review-only for words. Symbols and abbreviations have their own
+build-enforced rules: a symbol needs a notation binding ([N4](notation.md#n4)),
+and an abbreviation-shaped word needs an entry ([N14](notation.md#n14)).
+
+_Exceptions._ An overview page (a part overview, the course contents) may
+name a term before the lesson that defines it, if it links to that lesson.
+
+---
+
+## P5
+
+**Write the main text literally: no idioms, metaphors, colloquialisms,
+buzzwords, or entertainment.**
+
+The main text states what happens in literal, precise words. It does not use:
+
+- **Idioms and colloquialisms** — "boils down to", "kicks in", "in a
+  nutshell", "ballpark", "a ton of", "pretty much".
+- **Metaphors and personification** — "gravity wins the tug-of-war", "the
+  ball wants to keep going", "the formula hides a square".
+- **Buzzwords** — "powerful", "game-changing", "cutting-edge", "leverage",
+  "unlock". A buzzword that is also a technical term of the field, such as
+  "robust" in statistics, is used only in its technical sense ([P3](#p3)).
+- **Entertainment devices** — jokes, teasers, "Let's dive in!", a sentence
+  that ends with an exclamation mark, a rhetorical question that the next
+  sentence answers.
+- **Vague qualifiers and empty adverbs** — "much larger" when the text can say
+  "four times larger"; "obviously", "clearly", "simply", and "just", which
+  make no claim and hide a step.
+
+```md
+<!-- Entertainment and figurative language. What changes, and by how much? -->
+
+Let's dive in! The launch angle is the secret sauce here: crank it past
+$45^\circ$ and the ball burns its energy climbing, so it lands way short.
+
+<!-- Literal statements. -->
+
+The launch angle determines the horizontal and the vertical component of the
+launch velocity. Above $45^\circ$, a larger launch angle gives a smaller
+horizontal component, a longer time of flight, and a smaller range.
+```
+
+_Rationale._ A figurative expression must be translated into a literal claim
+before a reader can use it, and the translation can fail. "The ball burns its
+energy climbing" does not say which quantity gets smaller, and read
+literally it is wrong: without air resistance, the mechanical energy is
+conserved. Idioms and colloquialisms are the most difficult part of English
+for readers whose first language is not English, and machine translation
+handles them worst. Entertainment devices add words that make no claim. On a
+page that a reader rereads to find one definition or one step, each such word
+is one more word to read past.
+
+_How to apply._
+
+- Replace a figure of speech with the claim it stands for, and name the
+  quantity and the direction of change: "gravity wins" → "the vertical
+  velocity component decreases to zero".
+- Replace a vague qualifier with a number or an exact relation when one is
+  available ([P8](#p8)): "much larger" → "four times larger".
+- Replace a rhetorical question with the statement it introduces: "Why does
+  $45^\circ$ give the largest range?" → "This section shows why $45^\circ$
+  gives the largest range."
+- Delete "obviously", "clearly", "simply", and "just". If a step needs
+  support, state the reason ([P7](#p7)).
+- Put an analogy that helps intuition in an aside, and label it as an analogy
+  (for example `title="(an analogy)"` on a `<ShortNote>`). The main text
+  still states the literal claim without it.
+
+_Enforcement._ Review-only. A phrase list could flag common idioms, but
+figurative language is open-ended, and many established terms look
+figurative ("tail", "noise"). Such a list would miss real cases and flag
+correct terms.
+
+_Exceptions._
+
+- An established technical term with a figurative origin is a term, not a
+  metaphor: "white noise", "the tail of a distribution", "gradient descent",
+  "field line". The test is whether the field's textbooks use the expression
+  as a term.
+- An aside may contain an analogy that is labelled as one, as above.
+- A quotation keeps its own wording.
+
+---
+
+## P6
+
+**Keep industry jargon out of the main text. Put jargon that the reader must
+recognize in an optional "Industry jargon" aside.**
+
+_Industry jargon_ is an informal expression that practitioners of a trade or
+a field use without a standard definition in the field's textbooks,
+standards, or the course's cited sources. Examples: "hang time" (sports),
+"ground truth" (machine learning), "p-hacking" (applied statistics).
+
+The main text explains each concept with its established term ([P4](#p4)).
+It never uses jargon as an explanation ("the time of flight, basically the
+hang time"). When the reader needs to recognize a jargon expression — because
+they will meet it at work, in software, in data, or in the media — add an
+aside for it:
+
+```mdx
+The time of flight is the time from launch to landing <ShortNote id="jargon-hang-time" title="(industry jargon: hang time)" description="What the sports expression 'hang time' means, and how it relates to the time of flight.">
+
+**Industry jargon: "hang time".** Sports commentators use "hang time" for
+the time that a kicked ball or a jumping athlete stays in the air. It is
+roughly the time of flight, but it has no standard definition. For a kicked
+ball it is usually timed from the kick to the catch, not to the landing.
+
+</ShortNote>.
+```
+
+_Rationale._ Jargon has no fixed definition, so a concept explained with
+jargon takes on its vagueness. But readers do meet jargon — at work, in
+software, in the media — and a course that never mentions it leaves them
+unable to connect it with what they learned. A labelled, optional aside
+serves both needs: the main text stays exact, and the reader who needs the
+connection finds it, together with an honest statement of how loosely the
+expression is defined.
+
+_How to apply._
+
+- **Tell jargon from terminology.** An expression is established terminology
+  when the field's textbooks, standards, or the course's cited sources
+  (`content/sources/`) define it. It is jargon when practitioners use it
+  without such a definition. When in doubt, check the cited sources: if none
+  of them defines the expression, treat it as jargon.
+- **Choose the aside.** Use a `<ShortNote>` for one expression that needs one
+  paragraph; its `title` names the expression, as in "(industry jargon: hang
+  time)", so the reader can decide whether to open it. Use a `<Memo>` titled
+  "Industry jargon: …" for a longer explanation, or for several expressions
+  from one field, and cite it with `[[memo-…]]` from the sentence that
+  introduces the concept.
+- **State three things in the aside:**
+  1. _Approximate meaning_, in the course's canonical terms ("roughly the
+     time of flight").
+  2. _Context of use_: who uses the expression, and where.
+  3. _Standardization_: whether the expression has a standard definition,
+     and whether uses differ. If uses differ, say how.
+- **Do not make vague jargon precise.** Describe an inherently vague
+  expression approximately ("roughly", "usually", "in most uses"). Do not
+  give it an equation or a formal definition that its users do not give it:
+  "Hang time is defined as $T = 2 v_0 \sin(\theta) / g$" is wrong, because no
+  practitioner defines it that way.
+- **The aside is still prose.** [P3](#p3) and [P7](#p7) apply inside it; only
+  the jargon expression itself is exempt from [P2](#p2) and [P5](#p5). An
+  acronym-shaped expression ("SOTA") still needs an abbreviation entry
+  ([N14](notation.md#n14)).
+
+_Enforcement._ Review-only. Whether an expression has a standard definition
+depends on the field's literature, which no gate can read.
+
+_Exceptions._ An expression that the field's standard references now define
+is terminology, not jargon, and [P4](#p4) applies: "bootstrap" in
+statistics started as a figure of speech and is now defined in every
+statistics textbook. A quotation keeps its own wording.
+
+---
+
+## P7
+
+**Write one claim per sentence, and state every logical link.**
+
+Write the main text in short, explicit, declarative sentences. Each sentence
+states one claim or one step, and a word states how it relates to the
+sentence before it.
+
+```md
+<!-- Four claims in one sentence. How do they depend on each other? -->
+
+Since the horizontal component, which is $v_0\cos(\theta)$, stays constant
+because gravity is vertical, and the time of flight grows with
+$\sin(\theta)$, the range, which is their product, peaks at $45^\circ$, where
+the two balance.
+
+<!-- One claim per sentence. A word states each link. -->
+
+Gravity acts only vertically. So the horizontal velocity component
+$v_0\cos(\theta)$ is constant during the flight. The time of flight is
+proportional to $\sin(\theta)$. The range is the product of the horizontal
+component and the time of flight, so the range is proportional to
+$\sin(\theta)\cos(\theta)$. This product is largest at $\theta = 45^\circ$.
+```
+
+_Rationale._ A sentence with one claim can be checked on its own. A sentence
+with four nested claims must be parsed before it can be checked, and the
+reader must keep every open clause in memory until the main verb arrives. An
+unstated link makes the reader guess the relation, and a wrong guess changes
+the argument: a consequence read as a cause is a different argument. A reader
+who rereads a page to find one step depends on short, explicit sentences to
+find it.
+
+_How to apply._
+
+- **One claim or one step per sentence.** Split a sentence that states two
+  independent claims. Put three or more parallel items — conditions, cases,
+  assumptions — in a list.
+- **Name the relation.** Link a sentence to the one before it with a word
+  that states the relation: "because", "so", "therefore", "if … then", "but",
+  "for example". Two sentences placed side by side do not show whether the
+  second is a cause, a consequence, an example, or a contrast.
+- **Put a condition before the claim it limits.** "If air resistance is
+  ignored, the range is largest at $45^\circ$" — not the claim first and the
+  condition at the end, or in a later sentence.
+- **Give "this", "that", and "it" a noun** when more than one antecedent is
+  possible: "this result", "this assumption", "this product".
+- **Name the actor when it matters.** Use the active voice when the passive
+  voice hides who or what causes the change: "gravity decreases the vertical
+  component", not "the vertical component is decreased".
+- **Do not stack more than three nouns.** Write "the sensitivity of the range
+  to the launch angle", not "the launch angle range sensitivity".
+- **Use sentence length as a signal.** ASD-STE100 limits a descriptive
+  sentence to 25 words. A main-text sentence of more than 25 words (count an
+  inline math span as one word) is a candidate to split. Keep it only when it
+  holds one claim that cannot be divided, such as a definition together with
+  its conditions.
+
+_Enforcement._ Review-only. Sentence length can be measured, but it is only
+a signal; whether a sentence holds one claim is a judgment.
+
+_Exceptions._ A definition or a theorem whose conditions must stay together
+is one claim, however long. A quotation keeps its own wording.
+
+---
+
+## P8
+
+**Words that state a relation say exactly what the mathematics says.**
+
+When the main text states a mathematical relation in words — to introduce an
+equation, to interpret it, or in place of it — the words match the relation
+exactly. Do not use a looser word when the exact one is available.
+
+| Relation | Say | Do not say |
+| --- | --- | --- |
+| $a = b$ | "$a$ equals $b$", "$a$ is $b$" | — |
+| $a \approx b$ | "$a$ is approximately $b$" | "$a$ is $b$", "$a$ equals $b$" |
+| $a \propto b$ | "$a$ is proportional to $b$" | "$a$ grows with $b$", "$a$ scales with $b$" |
+| $a \propto b^2$ | "$a$ is proportional to the square of $b$" | "$a$ grows with $b$", "$a$ doubles when $b$ doubles" |
+| $a \le b$ | "$a$ is at most $b$", "$a$ is less than or equal to $b$" | "$a$ is less than $b$" |
+| $f$ strictly increasing | "$f$ increases" | "$f$ does not decrease" (a weaker claim) |
+| $f$ non-decreasing | "$f$ does not decrease" | "$f$ increases" (a stronger claim) |
+
+```md
+<!-- Vague, and the second claim is false. -->
+
+The range grows with the launch speed, so doubling the launch speed doubles
+the range.
+
+<!-- Matches the range formula: the range is proportional to the square of the launch speed. -->
+
+The range is proportional to the square of the launch speed, so doubling the
+launch speed makes the range four times larger.
+```
+
+_Rationale._ An equation is exact, but most readers remember the sentence
+around it. When the words are looser than the mathematics, the reader learns
+the looser claim, and a loose claim invites a wrong inference: "grows with"
+does not exclude linear growth, so a reader can conclude that doubling the
+launch speed doubles the range. The words and the equation must give the same
+answer to every question that a reader can ask of them.
+
+_How to apply._
+
+- Read each sentence that describes an equation next to the equation, and
+  check each relation word against its relation sign.
+- Say "depends on" only when the form of the dependence is unknown or not
+  relevant. When the form is known, state it.
+- State a direction of change together with its interval when the direction
+  is not the same everywhere: "the range increases with the launch angle for
+  $0^\circ < \theta < 45^\circ$", not "the range increases with the launch
+  angle".
+
+_Enforcement._ Review-only.
+
+_Exceptions._ A quotation keeps its own wording.
+
+---
+
+## P9
+
+**Introduce a display equation with a sentence that says what it gives and
+where it comes from.**
+
+The sentence before a display equation names:
+
+1. **What the equation gives**, with the canonical term of its result
+   ([P2](#p2)): "the time of flight", "the range".
+2. **Where it comes from**: the operation (substitute, solve, differentiate,
+   rearrange) and its inputs. Link another display equation with
+   `[[eq-…]]`; name an assumption.
+3. **What kind of statement it is**: "is defined as" for a definition, "we
+   assume" for an assumption, "gives" or "is" for a result.
+
+"We get:", "Thus:", "So:", and "This gives:" name none of these.
+
+```md
+<!-- The reader must find out what T is and where it came from. -->
+
+Then we get:
+
+$$
+T = \frac{2 v_0 \sin(\theta)}{g}
+$$
+
+<!-- The sentence names the result, its source, and the operation. -->
+
+Setting the vertical position in [[eq-vertical-position]] to zero and solving
+for the time gives the time of flight:
+
+$$
+T = \frac{2 v_0 \sin(\theta)}{g}
+\label{eq:time-of-flight}
+$$
+```
+
+_Rationale._ A display equation interrupts the text, and a reader who scans
+the page reads each display together with the sentence directly above it.
+When that sentence names the result and its source, the equation can be
+understood and checked where it stands. "We get:" makes the reader search
+back for the operation and forward for the meaning of the left-hand side.
+The kind of statement tells the reader what to do with the equation: a
+definition is a choice to accept, and a result is a claim to check.
+
+_How to apply._
+
+- For a multi-step chain, the sentence introduces the whole chain, and the
+  justifications inside the chain name the fact each step uses
+  ([N18](notation.md#n18)).
+- Introduce a symbol that is new to the page with `[[key]]` before the
+  equation ([N4](notation.md#n4)), not in a "where …" clause after it.
+- The colon that ends the introducing sentence stays in the prose, outside
+  the math ([N12](notation.md#n12)).
+
+_Enforcement._ Review-only.
+
+_Exceptions._ Displays that one sentence introduces together — for example,
+the horizontal and the vertical component of the velocity — need one
+introducing sentence, not one each.

package/docs/authoring/retired.md

@@ -0,0 +1,35 @@
+# Retired rules
+
+A rule that is no longer in force, with the ID it keeps forever.
+
+IDs are permanent, so a commit message, a review comment or a waiver that names
+`N3` stays unambiguous years later. That is the *only* reason this page exists.
+A retired rule is deliberately nowhere else: not in the
+[rule index](README.md#rule-index), not in a rule page under `docs/authoring/`,
+not in the course settings schema, and not in `build/rules-in-effect.md` — so
+nobody drafting a lesson today reads a word of it, and an agent that lists the
+rules in effect never sees it. Look here only when an old reference sends you.
+
+Two rules that turn out to be one idea are merged, not deleted: the text moves
+into the rule that keeps its ID, and the other lands in the table below with a
+pointer to it. A course that still has a `rules.<ID>` block for one gets a
+`config-retired-rule` warning naming the successor, and the block does nothing.
+A migration guide ([migrating.md](migrating.md)) links here rather than
+repeating the table.
+
+The table is generated from `RETIRED` in `src/rules/catalog.ts` by
+`scripts/agent/gen-rules.mjs`, and `--check` (in `scripts/agent/verify` and CI)
+fails when it is stale.
+
+<!-- RETIRED-RULES:BEGIN (generated by scripts/agent/gen-rules.mjs from src/rules/catalog.ts — do not edit inside) -->
+
+| ID | The rule it was | Retired | Now part of | Why |
+| --- | --- | --- | --- | --- |
+| N1 | The normal distribution is `\mathcal{N}`. | 2026-09-26 | [N2](README.md#rule-index) | One spelling fixed to one meaning is one rule; `\mathcal{N}(\mu, \sigma^2)` is a line in N2’s `reserved` table, which a course can edit. |
+| N3 | Multi-letter roman labels use `\mathrm{…}`. | 2026-09-26 | [N10](README.md#rule-index) | Writing a label as `\mathrm{…}` and explaining it are two halves of one rule, and N10 is where both are checked. |
+| N6 | Probability is `\mathbb{P}` — double-struck `P`. | 2026-09-26 | [N2](README.md#rule-index) | `\mathbb{P}` is a line in N2’s `reserved` table. |
+| N7 | The differential `d` is upright `\mathrm{d}`. | 2026-09-26 | [N2](README.md#rule-index) | `\mathrm{d}` is a line in N2’s `reserved` table. |
+| N16 | In AI-generated mathematical content, alternate delimiter types for nested grouping when their shape is stylistic; preserve every conventional or semantic delimiter shape. | 2026-09-26 | [N17](README.md#rule-index) | Folded into N17 with the preference dropped: a delimiter’s shape carries its meaning, so depth is shown by size — which this engine handles automatically — not by alternating shapes. The rule also scoped itself to “AI-generated” content, which is not a property of the page. |
+| C4 | On a release, move `## [Unreleased]` to `## [x.y.z] - YYYY-MM-DD` and bump `about.version` in the same commit. | 2026-09-26 | [C3](README.md#rule-index) | The release procedure and the invariant it keeps are one rule, and `knowledge-changelog-missing` (owned by C3) was already the check that fired on a half-finished release. |
+
+<!-- RETIRED-RULES:END -->