claude-skills

Back factual and empirical claims with literature you have verified actually supports the claim, and record each citation's provenance (how found, why picked, quote). Use proactively when: (1) adding OR reusing a citation, page number, or attribution for a factual/empirical claim in prose, .tex, .nw, or notes — including a cite carried over from slides, notes, a draft, or the existing .bib (an inherited citation is NOT pre-verified), (2) writing prose that attributes a claim to a source or recounts an example ("X reports/found that…", a paraphrase, or a page locator), (3) the user asks to "find a reference", "cite this", or "is this citation correct", (4) writing a related-work, background, or claims section, (5) the user mentions scholar, BibTeX, DOI, arXiv, OpenAlex, Crossref, or a literature search, (6) reviewing a .bib for unsupported references. Trigger BEFORE writing the citation. Complements writing-crypto and latex-writing (citation markup); this skill owns finding/verifying/justifying the reference.

Structure and workflow conventions for research papers. Use proactively when (1) writing or revising a paper draft, its introduction, method, results or conclusions, (2) adding research questions, hypotheses, contributions, questionnaires or analyses to a paper, (3) processing a review round on a draft, or (4) starting a new paper repository. Covers question-hypothesis-contribution traceability, substantive vs methodological research questions, literate-program appendices for instruments and analyses, method-section chronology, and the review-round loop.

Write and review Canvas LMS quiz JSON files (INL1Quiz-*.json) for the tilkry cryptography course. Use proactively when: (1) creating, editing, or reviewing INL1Quiz JSON files, (2) user asks to write quiz questions for a lecture topic, (3) user asks to review quiz quality, redundancy, or distractor balance, (4) user mentions Canvas quiz, INL1Quiz, quiz JSON, or quiz questions. Covers JSON structure, question design, scoring, redundancy analysis, and validation.

Guide LaTeX document authoring following best practices and proper semantic markup. Use proactively when: (1) writing or editing .tex files, (2) writing or editing .nw literate programming files, (3) literate-programming skill is active and working with .nw files, (4) user mentions LaTeX, BibTeX, Mentipy in a Beamer/article/PythonTeX context, interactive slide questions in LaTeX, or document formatting, (5) reviewing LaTeX code quality. Ensures proper use of semantic environments (description vs itemize), csquotes (\enquote{} not ``...''), and cleveref (\cref{} not \S\ref{}).

Work with a reMarkable tablet through the remarkable-mcp MCP server — upload PDFs/EPUBs, browse/search the cloud, render pages (optionally compositing annotations onto the PDF), read page text/OCR, extract highlighted text, and list which pages carry notes/highlights. Use when: (1) the user asks to send/upload a document, paper, or PDF to their reMarkable ("put this on my reMarkable", "upload to remarkable"), (2) the user asks to read/render/check an annotation, note, or highlight they made on the tablet, or to find/extract only the annotated pages, (3) the user mentions reMarkable, remarkable-mcp, rmapi, or their tablet, (4) setting up or troubleshooting the remarkable MCP server. Covers registration/auth, the tool inventory, the merged/annotation-extraction capabilities, and the non-obvious gotchas (path-not-uuid addressing, 1-based pages, mid-session MCP loading, the annotation-sync trap, and the render_merged version dependency).

Apply variation theory of learning to structure content using contrast, generalization, and fusion patterns. Variation must target the critical aspects of the learning objective. Use proactively when (1) writing educational materials, explanations, tutorials, or lecture slides, (2) designing or reviewing examples in documentation, READMEs, or literate programs (.nw files), especially when multiple examples illustrate alternative approaches to the same task, (3) structuring code examples, CLI usage examples, or API examples where the reader should notice what differs between alternatives, (4) user mentions variation theory, learning theory, pedagogy, contrast, invariance, or critical aspects. Also activate when asked to elaborate, make concrete, or add examples to existing content. Works alongside literate-programming and didactic-notes skills; in educational LaTeX or .nw materials, keep variation-analysis labels in \ltnote{} rather than student-facing prose, unless the document itself is about that design.

Document pedagogical design decisions in educational materials using the didactic LaTeX package and \ltnote command. Use proactively when (1) writing or editing educational LaTeX materials with pedagogical content, (2) adding or revising variation-theory annotations such as "What varies" or "What stays invariant", (3) explaining design trade-offs or choices in educational materials, (4) documenting why specific examples or exercises are sequenced in a particular way (including the order in which a literate program explains its parts, e.g. why function A is presented before function B), or (5) moving pedagogical reasoning out of student-facing prose and into instructor notes. Invoke when user mentions didactic notes, \ltnote, pedagogical reasoning, learning theory notes, educational design documentation, or asks to move pedagogical reasoning to instructor notes. CRITICAL: \ltnote captures reasoning about how the teaching material itself is written and sequenced (variation/invariance labels, why this example, w

CRITICAL: ALWAYS activate this skill BEFORE making ANY changes to .nw files. Use proactively when: (1) creating, editing, reviewing, or improving any .nw file, (2) planning to add/modify functionality in files with .nw extension, (3) user asks about literate quality, (4) user mentions noweb, literate programming, tangling, or weaving, (5) working in directories containing .nw files, (6) creating new modules/files that will be .nw format. Trigger phrases: 'create module', 'add feature', 'update', 'modify', 'fix' + any .nw file. Never edit .nw files directly without first activating this skill to ensure literate programming principles are applied. (project, gitignored)

IMPORTANT: Activate this skill BEFORE modifying any skill in ~/.claude/skills/. Guide for creating, updating, and maintaining Claude Code skills following best practices. Use proactively when: (1) creating a new skill, (2) modifying an existing skill in ~/.claude/skills/, (3) user requests to create, improve, update, review, or refactor a skill, (4) discussing skill quality or effectiveness. Always commit skill changes to the skills git repository after making modifications.

Structure educational content using try-first-tell-later pedagogy where students predict, attempt, or reflect before receiving explanations. Creates active learning through cognitive engagement and variation theory's contrast patterns. Use when writing educational materials, designing exercises, creating lecture notes, structuring tutorials, writing teaching examples with LaTeX/Beamer or Mentipy, developing problem sets, or when user mentions try-first, predict-first, productive failure, Socratic method, question-before-answer, exercise-driven learning, inquiry-based teaching, polls, or interactive slide questions.

Keep CLAUDE.md and AGENTS.md current after significant project changes. Use proactively when: (1) adding new modules, packages, or top-level directories, (2) changing build/test commands or tooling, (3) renaming/moving/deleting files referenced in CLAUDE.md, (4) introducing new conventions or patterns, (5) reorganizing document structure, (6) adding dependencies requiring setup steps. Invoke when user mentions CLAUDE.md, AGENTS.md, project docs update, or after completing architectural changes.

Write cryptography prose and notation using the project's bibsp.sty + preamble.tex conventions (acro + biblatex footnote citations and standardized math macros). Use proactively when: (1) writing/editing cryptography sections in .tex files, (2) introducing or using crypto acronyms such as IND-CPA, IND-CCA, AE, MAC, PRF, ZK, and DH, (3) defining schemes/algorithms/variables in math notation, (4) adding citations for security notions or standard primitives, (5) writing security proofs or reductions, (6) user mentions biblatex, crypto notation, or security proof in cryptographic context.

Review recent changes — a branch, a diff, or staged/unstaged working-tree work — for correctness, regressions, and relevant domain-specific quality criteria. Use proactively when: (1) the user asks to "review the work on this branch", "review my changes", "review my diff", "review recent changes", or "check this code before I commit", (2) the user requests a review of uncommitted or just-written local work, (3) reviewing local changes against the base branch before a commit or PR. For reviewing an existing GitHub pull request, prefer the PR-focused review/code-review skills instead.

Research and answer questions about email in the user's Maildir via mu (maildir-utils). Use proactively when: (1) user asks about emails, inbox, flagged messages, senders, subjects, or specific correspondence, (2) user asks "what do I need to handle / respond to?" — flagged emails are the user's marker for actionable items, (3) user mentions mu, mutt, neomutt, or Maildir, (4) user wants to convert email-derived work into nytid todos. Strictly read-only; never modifies mail state.

Manages work items via nytid todo subcommands as worker dan-claude. Relevant when the user asks to check, start, or complete tasks, view task details, add progress notes, create subtasks, reprioritize items, or import/sync GitHub issues. Also triggered by "what should I work on next?", "show my tasks", "mark that done", "what's in progress?", or mentions of nytid, todo, or work items.

Captures unrelated follow-up issues discovered during repository work and records them for later. Use proactively when: (1) working inside a git repository, (2) an out-of-scope bug, cleanup item, missing test or documentation, or tech-debt task is discovered, (3) the user mentions filing an issue, follow-up, backlog item, or nytid import. Prefer gh issue, ask before creating anything unless autonomous issue capture is enabled, and optionally import created GitHub issues into nytid todo.

Research and answer questions about Canvas LMS courses using the canvaslms CLI. Use proactively when: (1) user asks about course content, assignments, pages, grades, deadlines, or announcements, (2) user mentions a Canvas course name or course code, (3) user asks "what assignments/pages/modules are in [course]?", (4) user wants to find specific course materials or check deadlines. This skill is read-only; to create quiz content, use the canvas-quiz skill instead.