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Read an award letter

awardlens
Read-only

Break down one to three financial aid award letters: what is grant, what is loan, what is work-study that has to be earned, what the real out-of-pocket cost is, and what renewal conditions are buried in the language. Flags Professional Judgment appeal openings. With more than one letter it compares them side by side. Read-only.

Cost: about 95 credits (~$0.095) per call.

Input Schema

TableJSON Schema
NameRequiredDescriptionDefault
letter1YesFirst award letter, pasted as plain text.
letter2NoSecond award letter, to compare against the first.
letter3NoThird award letter.
studentNameNoThe student this is about. Used in the output text.
scorecardDataNoOptional College Scorecard lines to ground the comparison: acceptance rate, graduation rate, average net price. One string per school.

TDQS

A4.5/5.0
Behavior5/5

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

Beyond the readOnlyHint, the description reveals several non-obvious behaviors: it classifies aid types, computes real out-of-pocket cost, finds buried renewal conditions, flags Professional Judgment openings, and compares letters when multiple are provided. It also discloses the credit cost, which annotations cannot convey. There is no contradiction with annotations.

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 front-loaded with the core purpose, then enumerates key behaviors in short clauses, closes with read-only and cost information. Every sentence adds useful information, and there is no filler or repetition of schema fields.

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

Completeness5/5

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

There is no output schema, so the description carries the burden of explaining what the agent should expect back. It enumerates the analytical outputs clearly and adds practical context like cost and comparison behavior. Combined with the fully described input schema, this is complete enough for an agent to use and invoke confidently.

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 100%, so the baseline is 3. The description adds little parameter-level meaning beyond the schema; the main addition is the general 'one to three letters' framing. The schema already explains letter contents, studentName, and scorecardData clearly.

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 names a specific verb ('Break down') and a specific resource ('financial aid award letters'), then details the exact outputs: grants, loans, work-study, out-of-pocket cost, renewal conditions, and Professional Judgment appeal flags. This is clearly differentiated from the broader sibling tools like letterlens by its financial-aid-specific scope.

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 gives clear context: it handles one to three award letters, compares multiple letters side by side, and can take optional scorecard data for grounding. It does not explicitly name alternatives or say when not to use it, so it stops short of a 5.

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

A4.2/5.0
Disambiguation5/5

Every tool targets a distinct workflow: writing vs. critiquing letters (rec/letterlens/revision), pre-award vs. post-award aid (aid/awardlens), and text rewriting vs. translation (humanize/translate). Descriptions explicitly cross-reference related tools to prevent misselection.

Naming Consistency3/5

Names are mostly short single lowercase words, but there is no consistent verb_noun pattern: some are nouns (profile, appeal), some verbs (humanize, translate), and two use underscores (account_balance, quote_call). The conventions are readable but mixed.

Tool Count5/5

13 tools is well within the ideal range for a specialized counselor assistant. Each tool has a clear role, including two free utility tools (account_balance, quote_call) that support budgeting without bloating the core surface.

Completeness4/5

The set covers the main counselor workflows end-to-end: profile input, financial aid analysis, FAFSA checklists, appeal letters, recommendation letters, scholarships, and family-facing translation. Minor gaps exist (e.g., no dedicated college-list builder or essay drafting tool), but agents can work around them.

Resources