Principal Learning Experience Designer
for section headings. Use - for any list of duties/requirements/benefits. Use
for prose.
We must not repeat job title as heading. Do not put Job ID etc. Remove boilerplate: cookie/navigation/legal/EEO etc. So we need to strip the EEO paragraph at end, also the "Application Deadline" maybe considered metadata; but we can include as short
maybe? The instruction: "Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." Application deadline is metadata; we could include in a short
maybe under a section? But we should not create a section unless there is real specific content. The deadline is specific content; we could put it in a
maybe under a generic "About the role" or separate? Probably better to include it as a
after the description before the duties.
We need sections: About the role (intro paragraph), Responsibilities (What You'll Do), Requirements (What You'll Need), Preferred Qualifications (maybe under Requirements or separate? Could be a subsection but we can include as part of Requirements? The instruction: prefer a few substantive sections over many thin ones. Could combine Requirements and Preferred Qualifications into one "Requirements" section with both required and preferred bullet lists. But we need to preserve all substantive info. Could have two subsections? But we cannot create headings for subsections unless they are from the list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. The list includes "Qualifications" and "Skills". We could use "Requirements" for required qualifications, and "Preferred Qualifications" maybe as a separate section? The allowed headings include "Qualifications". So we could have "Qualifications" for required, and maybe "Preferred Qualifications" not in list; but we could put under "Qualifications" as separate bullet groups with label? Or we could use "Skills" for skills? Might be better to have "Requirements" for required, and "Preferred Qualifications" as a separate section using "Qualifications"? Actually "Qualifications" heading is allowed; we could put both required and preferred under that heading, but we need to differentiate. Could use
to label "Required:" and "Preferred:" then lists.
Benefits: The posting includes "Benefits And Salary Range" with salary range and link to culture and benefits. So we need a Benefits section (maybe also Pay). The instruction: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state salary range and benefits link. So we should include a Benefits section (maybe also Pay). Could combine Pay and Benefits? The list includes separate Pay and Benefits headings. Since we have salary range, we could make a Pay section. And we have benefits link, we could make a Benefits section. But we should prefer few substantive sections over many thin ones. However we have both pay and benefits info; we could combine into one "Benefits and Pay" section but that's not an allowed heading. Allowed headings: Benefits, Pay. Could we put both under Benefits? The instruction: "Prefer a few substantive sections over many thin ones." So maybe combine into Benefits section, include salary range and link. That seems okay.
We must not include Schedule as not present.
Thus sections: About the role, Responsibilities, Requirements (or Qualifications), Benefits.
We need to use
for each section heading.
Inside each section, we put prose
for paragraphs, and
- for lists.
Let's extract content.
About the role: The introductory paragraphs before "What You'll Do":
"HMH is a learning technology company committed to delivering connected solutions that engage learners, empower educators and improve student outcomes. As a leading provider of K–12 core curriculum, supplemental and intervention solutions, and professional learning services, HMH partners with educators and school districts to uncover solutions that unlock students’ potential and extend teachers’ capabilities. HMH serves more than 50 million students and 4 million educators in 150 countries. For more information, visit www.hmhco.com"
Then after that there is "Job Title: Principal Learning Experience Designer, Adolescent Literacy Intervention Location:Remote (US)" but we should not repeat job title as heading; we could incorporate location maybe as a short
after About the role? The instruction: fold minor metadata into a short
or drop it. So we can include a
with location: Remote (US). We'll not repeat job title.
Thus About the role section will have those paragraphs plus location.
Now Responsibilities: The "What You'll Do" section includes a paragraph describing role, then "The Principal Learning Experience Designer will be responsible for the following primary duties:" followed by three bullet groups: Adolescent Literacy and Instructional Design, Content Development and Editorial Quality, Instructional Leadership and Collaboration. Each group has multiple sentences, some are bullet-like but not formatted as list. We need to turn duties into
- . The instruction: Use
- for any list of duties/requirements/benefits. So we should extract each duty as a list item. The groups could be separate
maybe each with its own heading? But we cannot add extra headings not allowed. We could just make one big list of duties, each item being a sentence. However we might lose grouping nuance but still preserve all info. Could also make nested lists? Not required. Simpler: create a with each duty as - . We'll need to parse the duties.
Let's extract duties from the text:
After "The Principal Learning Experience Designer will be responsible for the following primary duties:" we see:
- Adolescent Literacy and Instructional Design
Partner with Content and Product leadership to conceptualize and develop evidence-based adolescent literacy instruction for Read 180.
Apply current research in the science of reading, reading comprehension, vocabulary, fluency, knowledge building, motivation, and intervention to drive instructional design decisions and product direction.
Design cohesive teacher-led and adaptive student learning experiences that provide explicit instruction, meaningful practice, differentiation, and responsive support for diverse student needs.
Ensure instructional approaches are appropriate for the cognitive, academic, and social-emotional needs of all adolescent intervention students, including multilingual learners, students with disabilities, and students with varied reading profiles.
Contribute to the development of instructional models, lesson architecture, component specifications, and design standards for Read 180.
- Content Development and Editorial Quality
Write, edit, and revise lessons, instructional routines, student activities, teacher supports, and digital learning experiences for instructional effectiveness and clarity.
Lead the selection, development, and refinement of student-facing content, including texts and multimedia resources to support knowledge building, reading engagement, and instructional coherence.
Evaluate the relationship among texts, instruction, practice, assessment, and adaptive pathways to ensure a coherent learning experience.
Review content developed by internal team members, contractors, and vendors, providing clear and actionable feedback.
Maintain high standards for accuracy, consistency, accessibility, inclusivity, and instructional quality across components.
Leverage student and teacher feedback, product data, and efficacy findings to identify opportunities to improve instruction.
Support the development of content models, metadata, authoring requirements, and reusable instructional structures for digital delivery.
- Instructional Leadership and Collaboration
Serve as a senior instructional leader and subject-matter expert for adolescent literacy and reading intervention.
Partner closely with senior Learning Experience, Product Management, Research, Design, Assessment, and Engineering leaders to establish and execute the instructional vision for Read 180.
Guide and mentor Learning Experience Designers, helping them apply literacy research and instructional design principles consistently.
Lead instructional reviews, facilitate decision-making, and help the team resolve complex content and learning experience design challenges.
Establish models, exemplars, guidelines, and quality criteria that can be applied across the program.
Communicate instructional decisions and their research basis clearly to cross-functional partners and senior stakeholders.
Work effectively within product development timelines, technical constraints, budgets, and dependencies while protecting the integrity of the instructional experience.
Collaborate with researchers, educators, and customers to understand student and teacher needs and validate proposed solutions.
Also there is a line "Key Stakeholders/Collaborators" list after that. That could be considered part of responsibilities? It's a list of stakeholders. Might be considered part of responsibilities but could be separate. The instruction: include a section only when posting has real specific content. This is specific content. Could be part of Responsibilities or maybe a separate section like "Key Stakeholders". Not in allowed headings. Could fold into Responsibilities as a list item. We'll include as a duty: "Key Stakeholders/Collaborators: Learning Experience and Content Development, Product Management and Strategy, Literacy Research and Learning Sciences, Assessment and Data Analytics, Product Design and User Experience, Engineering and Technical Product Owners, Accessibility and Editorial Teams, Professional Services and Customer-Facing Teams, External authors, consultants, researchers, and development partners."
Now Requirements: The "What You'll Need" section includes required qualifications list. Let's extract each bullet:
- At least 7 years of experience developing adolescent literacy curriculum, reading intervention solutions, or related instructional products within a publishing, edtech, or curriculum development organization.
- Demonstrated experience designing cohesive teacher-led and student-facing learning experiences across print, and digital environments across print and digital modalities for students in grades 3–12.
- Deep knowledge of adolescent literacy development and the needs of students reading below grade level.
- Strong understanding of current science-of-reading research and its application to older readers, including comprehension, vocabulary, fluency, word recognition, morphology, knowledge building, and motivation.
- Significant experience designing explicit, scaffolded instruction and intervention for diverse learners.
- Exceptional instructional writing and editing skills, with the ability to improve content for clarity, engagement, coherence, and effectiveness.
- Experience leading complex instructional projects and guiding or mentoring other curriculum developers or Learning Experience Designers.
- Ability to evaluate the quality and alignment of instruction across teacher materials, student materials, assessment, and digital experiences.
- Experience collaborating with product managers, designers, researchers, engineers, editors, and other cross-functional partners.
- Ability to use research, customer insights, student performance data, and product usage data to inform instructional decisions.
- Familiarity with digital authoring tools, content-management systems, and iterative product-development processes.
- Strong communication, facilitation, decision-making, and stakeholder-management skills.
- Bachelor's degree in literacy, reading education, curriculum and instruction, instructional design, English language arts, special education, or a related field.
Preferred Qualifications list:
- Master's degree or advanced certification in reading, literacy, curriculum and instruction, special education, or a related field.
- Classroom or intervention experience working directly with adolescent readers.
- Reading specialist certification or comparable literacy credentials.
- Experience developing intensive or Tier 2 and Tier 3 reading intervention.
- Experience with adaptive learning systems, educational technology, accessibility requirements, and digital content development.
- Familiarity with Read 180 or other established adolescent literacy intervention programs.
- Experience supporting efficacy studies, curriculum evaluations, or state and district instructional reviews.
We need to include all.
We could have a Requirements section with two sub-lists: Required and Preferred. Since we cannot add extra headings, we could precede each list with a
label like "
Required:
" then . That's acceptable as prose.
Now Benefits section: includes salary range and link to culture and benefits. Also maybe mention "Our Culture and Benefits - https://careers.hmhco.com/culture_benefits". We'll include that as a with link.
We should not include the EEO boilerplate at end.
Now produce HTML fragment.
Structure:
About the role
HMH is a learning technology company ...
Location: Remote (US)
Responsibilities
for prose. We must not repeat job title as heading. Do not put Job ID etc. Remove boilerplate: cookie/navigation/legal/EEO etc. So we need to strip the EEO paragraph at end, also the "Application Deadline" maybe considered metadata; but we can include as short
maybe? The instruction: "Do NOT put Job ID / requisition numbers as headings — fold minor metadata into a short
or drop it." Application deadline is metadata; we could include in a short
maybe under a section? But we should not create a section unless there is real specific content. The deadline is specific content; we could put it in a
maybe under a generic "About the role" or separate? Probably better to include it as a
after the description before the duties. We need sections: About the role (intro paragraph), Responsibilities (What You'll Do), Requirements (What You'll Need), Preferred Qualifications (maybe under Requirements or separate? Could be a subsection but we can include as part of Requirements? The instruction: prefer a few substantive sections over many thin ones. Could combine Requirements and Preferred Qualifications into one "Requirements" section with both required and preferred bullet lists. But we need to preserve all substantive info. Could have two subsections? But we cannot create headings for subsections unless they are from the list: About the role, Responsibilities, Requirements, Qualifications, Skills, Benefits, Pay, Schedule. The list includes "Qualifications" and "Skills". We could use "Requirements" for required qualifications, and "Preferred Qualifications" maybe as a separate section? The allowed headings include "Qualifications". So we could have "Qualifications" for required, and maybe "Preferred Qualifications" not in list; but we could put under "Qualifications" as separate bullet groups with label? Or we could use "Skills" for skills? Might be better to have "Requirements" for required, and "Preferred Qualifications" as a separate section using "Qualifications"? Actually "Qualifications" heading is allowed; we could put both required and preferred under that heading, but we need to differentiate. Could use
to label "Required:" and "Preferred:" then lists. Benefits: The posting includes "Benefits And Salary Range" with salary range and link to culture and benefits. So we need a Benefits section (maybe also Pay). The instruction: never create Pay/Schedule/Benefits sections unless the posting actually states them. It does state salary range and benefits link. So we should include a Benefits section (maybe also Pay). Could combine Pay and Benefits? The list includes separate Pay and Benefits headings. Since we have salary range, we could make a Pay section. And we have benefits link, we could make a Benefits section. But we should prefer few substantive sections over many thin ones. However we have both pay and benefits info; we could combine into one "Benefits and Pay" section but that's not an allowed heading. Allowed headings: Benefits, Pay. Could we put both under Benefits? The instruction: "Prefer a few substantive sections over many thin ones." So maybe combine into Benefits section, include salary range and link. That seems okay. We must not include Schedule as not present. Thus sections: About the role, Responsibilities, Requirements (or Qualifications), Benefits. We need to use
for each section heading. Inside each section, we put prose
for paragraphs, and
- for lists.
Let's extract content.
About the role: The introductory paragraphs before "What You'll Do":
"HMH is a learning technology company committed to delivering connected solutions that engage learners, empower educators and improve student outcomes. As a leading provider of K–12 core curriculum, supplemental and intervention solutions, and professional learning services, HMH partners with educators and school districts to uncover solutions that unlock students’ potential and extend teachers’ capabilities. HMH serves more than 50 million students and 4 million educators in 150 countries. For more information, visit www.hmhco.com"
Then after that there is "Job Title: Principal Learning Experience Designer, Adolescent Literacy Intervention Location:Remote (US)" but we should not repeat job title as heading; we could incorporate location maybe as a short
after About the role? The instruction: fold minor metadata into a short
or drop it. So we can include a
with location: Remote (US). We'll not repeat job title. Thus About the role section will have those paragraphs plus location. Now Responsibilities: The "What You'll Do" section includes a paragraph describing role, then "The Principal Learning Experience Designer will be responsible for the following primary duties:" followed by three bullet groups: Adolescent Literacy and Instructional Design, Content Development and Editorial Quality, Instructional Leadership and Collaboration. Each group has multiple sentences, some are bullet-like but not formatted as list. We need to turn duties into
- . The instruction: Use
- for any list of duties/requirements/benefits. So we should extract each duty as a list item. The groups could be separate
- maybe each with its own heading? But we cannot add extra headings not allowed. We could just make one big list of duties, each item being a sentence. However we might lose grouping nuance but still preserve all info. Could also make nested lists? Not required. Simpler: create a
- . We'll need to parse the duties.
Let's extract duties from the text:
After "The Principal Learning Experience Designer will be responsible for the following primary duties:" we see:
- Adolescent Literacy and Instructional Design
Partner with Content and Product leadership to conceptualize and develop evidence-based adolescent literacy instruction for Read 180.
Apply current research in the science of reading, reading comprehension, vocabulary, fluency, knowledge building, motivation, and intervention to drive instructional design decisions and product direction.
Design cohesive teacher-led and adaptive student learning experiences that provide explicit instruction, meaningful practice, differentiation, and responsive support for diverse student needs.
Ensure instructional approaches are appropriate for the cognitive, academic, and social-emotional needs of all adolescent intervention students, including multilingual learners, students with disabilities, and students with varied reading profiles.
Contribute to the development of instructional models, lesson architecture, component specifications, and design standards for Read 180.
- Content Development and Editorial Quality
Write, edit, and revise lessons, instructional routines, student activities, teacher supports, and digital learning experiences for instructional effectiveness and clarity.
Lead the selection, development, and refinement of student-facing content, including texts and multimedia resources to support knowledge building, reading engagement, and instructional coherence.
Evaluate the relationship among texts, instruction, practice, assessment, and adaptive pathways to ensure a coherent learning experience.
Review content developed by internal team members, contractors, and vendors, providing clear and actionable feedback.
Maintain high standards for accuracy, consistency, accessibility, inclusivity, and instructional quality across components.
Leverage student and teacher feedback, product data, and efficacy findings to identify opportunities to improve instruction.
Support the development of content models, metadata, authoring requirements, and reusable instructional structures for digital delivery.
- Instructional Leadership and Collaboration
Serve as a senior instructional leader and subject-matter expert for adolescent literacy and reading intervention.
Partner closely with senior Learning Experience, Product Management, Research, Design, Assessment, and Engineering leaders to establish and execute the instructional vision for Read 180.
Guide and mentor Learning Experience Designers, helping them apply literacy research and instructional design principles consistently.
Lead instructional reviews, facilitate decision-making, and help the team resolve complex content and learning experience design challenges.
Establish models, exemplars, guidelines, and quality criteria that can be applied across the program.
Communicate instructional decisions and their research basis clearly to cross-functional partners and senior stakeholders.
Work effectively within product development timelines, technical constraints, budgets, and dependencies while protecting the integrity of the instructional experience.
Collaborate with researchers, educators, and customers to understand student and teacher needs and validate proposed solutions.
Also there is a line "Key Stakeholders/Collaborators" list after that. That could be considered part of responsibilities? It's a list of stakeholders. Might be considered part of responsibilities but could be separate. The instruction: include a section only when posting has real specific content. This is specific content. Could be part of Responsibilities or maybe a separate section like "Key Stakeholders". Not in allowed headings. Could fold into Responsibilities as a list item. We'll include as a duty: "Key Stakeholders/Collaborators: Learning Experience and Content Development, Product Management and Strategy, Literacy Research and Learning Sciences, Assessment and Data Analytics, Product Design and User Experience, Engineering and Technical Product Owners, Accessibility and Editorial Teams, Professional Services and Customer-Facing Teams, External authors, consultants, researchers, and development partners."
Now Requirements: The "What You'll Need" section includes required qualifications list. Let's extract each bullet:
- At least 7 years of experience developing adolescent literacy curriculum, reading intervention solutions, or related instructional products within a publishing, edtech, or curriculum development organization.
- Demonstrated experience designing cohesive teacher-led and student-facing learning experiences across print, and digital environments across print and digital modalities for students in grades 3–12.
- Deep knowledge of adolescent literacy development and the needs of students reading below grade level.
- Strong understanding of current science-of-reading research and its application to older readers, including comprehension, vocabulary, fluency, word recognition, morphology, knowledge building, and motivation.
- Significant experience designing explicit, scaffolded instruction and intervention for diverse learners.
- Exceptional instructional writing and editing skills, with the ability to improve content for clarity, engagement, coherence, and effectiveness.
- Experience leading complex instructional projects and guiding or mentoring other curriculum developers or Learning Experience Designers.
- Ability to evaluate the quality and alignment of instruction across teacher materials, student materials, assessment, and digital experiences.
- Experience collaborating with product managers, designers, researchers, engineers, editors, and other cross-functional partners.
- Ability to use research, customer insights, student performance data, and product usage data to inform instructional decisions.
- Familiarity with digital authoring tools, content-management systems, and iterative product-development processes.
- Strong communication, facilitation, decision-making, and stakeholder-management skills.
- Bachelor's degree in literacy, reading education, curriculum and instruction, instructional design, English language arts, special education, or a related field.
Preferred Qualifications list:
- Master's degree or advanced certification in reading, literacy, curriculum and instruction, special education, or a related field.
- Classroom or intervention experience working directly with adolescent readers.
- Reading specialist certification or comparable literacy credentials.
- Experience developing intensive or Tier 2 and Tier 3 reading intervention.
- Experience with adaptive learning systems, educational technology, accessibility requirements, and digital content development.
- Familiarity with Read 180 or other established adolescent literacy intervention programs.
- Experience supporting efficacy studies, curriculum evaluations, or state and district instructional reviews.
We need to include all.
We could have a Requirements section with two sub-lists: Required and Preferred. Since we cannot add extra headings, we could precede each list with a
label like "
Required:
" then- . That's acceptable as prose.
Now Benefits section: includes salary range and link to culture and benefits. Also maybe mention "Our Culture and Benefits - https://careers.hmhco.com/culture_benefits". We'll include that as a
with link. We should not include the EEO boilerplate at end. Now produce HTML fragment. Structure:
About the role
HMH is a learning technology company ...
Location: Remote (US)
Responsibilities
- with each duty as
- . We'll need to parse the duties.
Let's extract duties from the text:
After "The Principal Learning Experience Designer will be responsible for the following primary duties:" we see:
- Adolescent Literacy and Instructional Design
Partner with Content and Product leadership to conceptualize and develop evidence-based adolescent literacy instruction for Read 180.
Apply current research in the science of reading, reading comprehension, vocabulary, fluency, knowledge building, motivation, and intervention to drive instructional design decisions and product direction.
Design cohesive teacher-led and adaptive student learning experiences that provide explicit instruction, meaningful practice, differentiation, and responsive support for diverse student needs.
Ensure instructional approaches are appropriate for the cognitive, academic, and social-emotional needs of all adolescent intervention students, including multilingual learners, students with disabilities, and students with varied reading profiles.
Contribute to the development of instructional models, lesson architecture, component specifications, and design standards for Read 180.
- Content Development and Editorial Quality
Write, edit, and revise lessons, instructional routines, student activities, teacher supports, and digital learning experiences for instructional effectiveness and clarity.
Lead the selection, development, and refinement of student-facing content, including texts and multimedia resources to support knowledge building, reading engagement, and instructional coherence.
Evaluate the relationship among texts, instruction, practice, assessment, and adaptive pathways to ensure a coherent learning experience.
Review content developed by internal team members, contractors, and vendors, providing clear and actionable feedback.
Maintain high standards for accuracy, consistency, accessibility, inclusivity, and instructional quality across components.
Leverage student and teacher feedback, product data, and efficacy findings to identify opportunities to improve instruction.
Support the development of content models, metadata, authoring requirements, and reusable instructional structures for digital delivery.
- Instructional Leadership and Collaboration
Serve as a senior instructional leader and subject-matter expert for adolescent literacy and reading intervention.
Partner closely with senior Learning Experience, Product Management, Research, Design, Assessment, and Engineering leaders to establish and execute the instructional vision for Read 180.
Guide and mentor Learning Experience Designers, helping them apply literacy research and instructional design principles consistently.
Lead instructional reviews, facilitate decision-making, and help the team resolve complex content and learning experience design challenges.
Establish models, exemplars, guidelines, and quality criteria that can be applied across the program.
Communicate instructional decisions and their research basis clearly to cross-functional partners and senior stakeholders.
Work effectively within product development timelines, technical constraints, budgets, and dependencies while protecting the integrity of the instructional experience.
Collaborate with researchers, educators, and customers to understand student and teacher needs and validate proposed solutions.
Also there is a line "Key Stakeholders/Collaborators" list after that. That could be considered part of responsibilities? It's a list of stakeholders. Might be considered part of responsibilities but could be separate. The instruction: include a section only when posting has real specific content. This is specific content. Could be part of Responsibilities or maybe a separate section like "Key Stakeholders". Not in allowed headings. Could fold into Responsibilities as a list item. We'll include as a duty: "Key Stakeholders/Collaborators: Learning Experience and Content Development, Product Management and Strategy, Literacy Research and Learning Sciences, Assessment and Data Analytics, Product Design and User Experience, Engineering and Technical Product Owners, Accessibility and Editorial Teams, Professional Services and Customer-Facing Teams, External authors, consultants, researchers, and development partners."
Now Requirements: The "What You'll Need" section includes required qualifications list. Let's extract each bullet:
- At least 7 years of experience developing adolescent literacy curriculum, reading intervention solutions, or related instructional products within a publishing, edtech, or curriculum development organization.
- Demonstrated experience designing cohesive teacher-led and student-facing learning experiences across print, and digital environments across print and digital modalities for students in grades 3–12.
- Deep knowledge of adolescent literacy development and the needs of students reading below grade level.
- Strong understanding of current science-of-reading research and its application to older readers, including comprehension, vocabulary, fluency, word recognition, morphology, knowledge building, and motivation.
- Significant experience designing explicit, scaffolded instruction and intervention for diverse learners.
- Exceptional instructional writing and editing skills, with the ability to improve content for clarity, engagement, coherence, and effectiveness.
- Experience leading complex instructional projects and guiding or mentoring other curriculum developers or Learning Experience Designers.
- Ability to evaluate the quality and alignment of instruction across teacher materials, student materials, assessment, and digital experiences.
- Experience collaborating with product managers, designers, researchers, engineers, editors, and other cross-functional partners.
- Ability to use research, customer insights, student performance data, and product usage data to inform instructional decisions.
- Familiarity with digital authoring tools, content-management systems, and iterative product-development processes.
- Strong communication, facilitation, decision-making, and stakeholder-management skills.
- Bachelor's degree in literacy, reading education, curriculum and instruction, instructional design, English language arts, special education, or a related field.
Preferred Qualifications list:
- Master's degree or advanced certification in reading, literacy, curriculum and instruction, special education, or a related field.
- Classroom or intervention experience working directly with adolescent readers.
- Reading specialist certification or comparable literacy credentials.
- Experience developing intensive or Tier 2 and Tier 3 reading intervention.
- Experience with adaptive learning systems, educational technology, accessibility requirements, and digital content development.
- Familiarity with Read 180 or other established adolescent literacy intervention programs.
- Experience supporting efficacy studies, curriculum evaluations, or state and district instructional reviews.
We need to include all.
We could have a Requirements section with two sub-lists: Required and Preferred. Since we cannot add extra headings, we could precede each list with a
- for any list of duties/requirements/benefits. So we should extract each duty as a list item. The groups could be separate
- . The instruction: Use