Teacher: You will be given a summary of a story. You need to create a question that can be answered from the story. You can create a question about characters, events, facts and beliefs, etc. Your question should be specific, try not to use pronouns instead of full names. As the stories are sometimes movie plots, they will contain actor names in parentheses. You should not use those names. Only use character names. Try to ask a question about all parts of the plot, not just the beginning.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Mark Hunter (Slater), a high school student in a sleepy suburb of Phoenix, Arizona, starts an FM pirate radio station that broadcasts from the basement of his parents' house. Mark is a loner, an outsider, whose only outlet for his teenage angst and aggression is his unauthorized radio station. His pirate station's theme song is "Everybody Knows" by Leonard Cohen and there are glimpses of cassettes by such alternative musicians as The Jesus and Mary Chain, Camper Van Beethoven, Primal Scream, Soundgarden, Ice-T, Bad Brains, Concrete Blonde, Henry Rollins, and The Pixies. By day, Mark is seen as a loner, hardly talking to anyone around him; by night, he expresses his outsider views about what is wrong with American society. When he speaks his mind about what is going on at his school and in the community, more and more of his fellow students tune in to hear his show.
Nobody knows the true identity of "Hard Harry" or "Happy Harry Hard-on," as Mark refers to himself, until Nora Diniro (Mathis), a fellow student, tracks him down and confronts him the day after a student named Malcolm commits suicide after Harry attempts to reason with him. The radio show becomes increasingly popular and influential after Harry confronts the suicide head-on, exhorting his listeners to do something about their problems instead of surrendering to them through suicide at the crescendo of his yelled speech, an overachieving student named Paige Woodward (who has been a constant listener) jams her various medals and accolades into a microwave and turns it on. She then sits, watching the awards cook until the microwave explodes, injuring her. While this is happening, other students act out in cathartic release.
Eventually, the radio show causes so much trouble in the community that the FCC is called in to investigate. During the fracas, it is revealed that the school's principal (Annie Ross) has been expelling "problem students," namely, students with below-average standardized test scores, in an effort to boost the district's test scores while still keeping their names on the rolls (a criminal offense) in order to retain government funding.
Realizing he has started something huge, Mark decides it is up to him to end it. He dismantles his radio station and attaches it to his mother's old jeep, creating a mobile transmitter so his position can't be triangulated. Pursued by the police and the FCC, Nora drives the jeep around while Mark broadcasts. The harmonizer he uses to disguise his voice breaks, and with no time left to fix it, Mark decides to broadcast his final message as himself. They finally drive up to the crowd of protesting students, and Mark tells them that the world belongs to them and that they should make their own future. The police step in and arrest Mark and Nora. As they are taken away, Mark reminds the students to "talk hard." As the film ends, the voices of other students (and even one of the teachers) speak as intros for their own independent stations, which can be heard broadcasting across the country.
Solution: What does Paige do with her medals?
Reason: This is a good question and can be answered based on the story.

Now, solve this instance: Marius, a sensitive only child of a patrician family, growing up near Luna in rural Etruria, is impressed by the traditions and rituals of the ancestral religion of the Lares, by his natural surroundings, and by a boyhood visit to a sanctuary of Aesculapius. His childhood ends with the death of his mother (he had early lost his father) and with his departure for boarding school in Pisae. As a youth he is befriended by and falls under the influence of a brilliant, hedonistic older boy, Flavianus, who awakens in him a love of literature (the two read with delight the story of Cupid and Psyche in Apuleius, and Pater in due course makes Flavian, who is "an ardent student of words, of the literary art", the author of the Pervigilium Veneris). Flavian falls ill during the Festival of Isis and Marius tends him during his long death-agony (end of 'Part the First'). Grown to manhood, Marius now embraces the philosophy of the 'flux' of Heraclitus and the Epicureanism (or Cyrenaicism) of Aristippus. He journeys to Rome (166 AD), encountering by chance on the way a blithesome young knight, Cornelius, who becomes a friend. Marius explores Rome in awe, and, "as a youth of great attainments in Greek letters and philosophy", is appointed amanuensis to the Emperor Marcus Aurelius. Aurelius's Meditations on Stoicism and on Plato, and the public lectures of the rhetorician Fronto, open Marius' eyes to the narrowness of Epicureanism. Aurelius's indifference, however, to the cruelty to animals in the amphitheatre, and later to the torments inflicted on people there, causes Marius to question the values of Stoicism (end of 'Part the Second'). Disillusioned with Rome and the imperial court which seem "like some stifling forest of bronze-work, transformed as if by malign enchantment out of the living trees", puzzled by the source of Cornelius's serenity, still Epicurean by temperament but seeking a more satisfying life-philosophy, Marius makes repeated visits alone to the Campagna and Alban Hills, on one occasion experiencing in the Sabine Hills a sort of spiritual "epiphany" on a perfect day of peace and beauty (end of 'Part the Third'). Later he is taken by Cornelius to a household in the Campagna centred on a charismatic young widow, Cecilia, where prevails an atmosphere of peace and love, gradually revealing itself as a new religion with liturgy and rituals that appeal aesthetically and emotionally to Marius. The sense of purposeful community there, set against the persecution of Christians by the authorities and the competing philosophical systems in Rome, contributes to Marius' mood of isolation and emotional failure. Overshadowed by thoughts of mortality he revisits home and pays his respects to the family dead, burying their funerary urns, and sets out again for Rome in Cornelius's company. On the way the two are arrested as part of a sweep of suspected Christians. It emerges that only one of the young men is of this sect, and Marius, unbeknown to Cornelius, makes their captors believe it is he. Cornelius is set free, deceived into thinking that Marius will follow shortly. The latter endures hardship and exhaustion as he journeys captive towards Rome, falls ill, and dying is abandoned by his captors. "Had there been one to listen just then," Pater comments, "there would have come, from the very depth of his desolation, an eloquent utterance at last, on the irony of men's fates, on the singular accidents of life and death." Marius is tended in his last days by some poor country people, secret believers who take him to be one of their own. Though he has shown little interest in the doctrines of the new faith and dies more or less in ignorance of them, he is nevertheless, Pater implies, "a soul naturally Christian" (anima naturaliter christiana ) and he finds peace in his final hours as he reviews his life: "He would try to fix his mind on all the persons he had loved in life, dead or living, grateful for his love or not. In the bare sense of having loved he seemed to find that on which his soul might 'assuredly rest and depend'. ... And again, as of old, the sense of gratitude seemed to bring with it the sense also of a living person at his side" (end of 'Part the Fourth').
Student:
Who makes Marius love literature?