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Voice School Lesson Booking

create_lesson_request

Create a request-first lead for an online vocal lesson. Requires name and at least one contact method. This never confirms a lesson or creates a private schedule item.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
nameYes
emailNo
phoneNo
messageNo
languageNoen
telegramNo
whatsappNo
coach_slugNodaria-klishina
city_contextNo
service_slugNo
source_agentNo
requested_startNo
requester_timezoneNo

Output Schema

TableJSON Schema
NameRequiredDescriptionDefault

No arguments

TDQS

A4.2/5.0
Behavior4/5

Does the description disclose side effects, auth requirements, rate limits, or destructive behavior?

With no annotations provided, the description carries the full burden of disclosing behavior. It explains the creation of a lead, the requirement of at least one contact method, and explicitly limits its scope by stating it cannot confirm lessons or create schedule items. This is meaningful context that goes beyond the basic schema.

Agents need to know what a tool does to the world before calling it. Descriptions should go beyond structured annotations to explain consequences.

Conciseness5/5

Is the description appropriately sized, front-loaded, and free of redundancy?

The description is two concise sentences, front-loaded with the primary purpose. The second sentence adds a requirement and an exclusion, both earning their place without redundancy or fluff.

Shorter descriptions cost fewer tokens and are easier for agents to parse. Every sentence should earn its place.

Completeness4/5

Given the tool's complexity, does the description cover enough for an agent to succeed on first attempt?

Given the 13 parameters and an output schema, the description provides essential context about the tool's purpose and constraints. It does not explain return values (covered by output schema) or every parameter, but it offers enough for an agent to understand the action and its limitations. Sibling tool differentiation could be stronger, but the description is self-sufficient for most cases.

Complex tools with many parameters or behaviors need more documentation. Simple tools need less. This dimension scales expectations accordingly.

Parameters3/5

Does the description clarify parameter syntax, constraints, interactions, or defaults beyond what the schema provides?

Schema description coverage is 0%, so the description must compensate. It adds the key constraint that 'requires name and at least one contact method,' which clarifies the relationship between the name and contact fields. However, it does not describe the other 12 parameters, relying on the schema's titles and defaults, so it only partially compensates.

Input schemas describe structure but not intent. Descriptions should explain non-obvious parameter relationships and valid value ranges.

Purpose5/5

Does the description clearly state what the tool does and how it differs from similar tools?

The description clearly states the action: 'Create a request-first lead for an online vocal lesson.' It distinguishes this from siblings by explicitly noting it never confirms a lesson or creates a schedule item, which sets it apart from tools like search_lesson_availability or list_lesson_options.

Agents choose between tools based on descriptions. A clear purpose with a specific verb and resource helps agents select the right tool.

Usage Guidelines4/5

Does the description explain when to use this tool, when not to, or what alternatives exist?

The description provides clear context for when to use this tool: when you need to initiate a request-first lead. It also includes an explicit exclusion ('never confirms a lesson or creates a private schedule item'), which helps avoid misuse. However, it does not directly name alternative tools or provide explicit when-not-to-use guidance beyond this exclusion.

Agents often have multiple tools that could apply. Explicit usage guidance like "use X instead of Y when Z" prevents misuse.

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TDQS

B3.3/5.0
Disambiguation4/5

The lesson tools are cleanly separated: request creation, options listing, availability search, and general info all target different resources/actions. The main confusion risk is in the social pipeline, where create_social_post and publish_social_post can both look like the way to get a post live, and the two upsert tools are behaviorally similar even though their targets differ.

Naming Consistency4/5

Most names follow a snake_case verb_noun pattern: create_lesson_request, list_social_posts, publish_social_post, search_lesson_availability, upsert_social_channel. However, voice_school_info breaks the verb pattern, and create_social_post is actually a create-or-update operation while other create/update tools use the upsert prefix, creating a minor semantic inconsistency.

Tool Count4/5

At nine tools the absolute count is reasonable and within the ideal 3-15 range. However, five of the nine tools target social media management, which feels like a second domain bolted onto a lesson-booking server, so the set is slightly overbroad for its stated purpose.

Completeness3/5

The lesson-request flow covers info, options, availability, and request creation, but then stops; there is no way to list, update, or cancel requests, though creation is intentionally request-first. The social-post flow supports create/update, publish, and list, but only lists published posts and has no delete/unpublish or draft-listing operation, leaving lifecycle coverage incomplete.

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