get_syllabus

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

No annotations provided, but description clearly implies a read-only operation. It lacks an explicit statement of no side effects, but the behavior is straightforward given no parameters and simple return.

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

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

Two sentences, no wasted words, essential information front-loaded.

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

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

For a zero-parameter tool with no output schema, description fully covers return content and usage cues, making it complete.

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

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

No parameters exist, and schema coverage is 100% (vacuous). Description correctly adds no parameter details, meeting the baseline expectation.

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

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

Description uses specific verb 'returns' and resource 'full first-year syllabus (subjects and topics per semester)', clearly distinguishing from sibling tools 'calculate' and 'lookup_wikipedia_topic'.

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

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

Explicitly states when to use: 'when the student asks what topics are covered, or to plan study sessions', providing clear context and differentiating from alternatives.

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