Chinese Classics Study Companion

Problem it addresses

Studying Chinese classics can become fragmentary: readers understand sentence-level commentary, then cannot explain the whole book's argument. Concepts shift across chapters, cross-text links stay vague, and after a break it is hard to know what has faded. This skill treats the original text as the trunk and uses L1 lexical meaning, L2 historical commentaries, and L3 modern readings as branches, so second-hand interpretation does not replace the text.

How it works

• Library mode: builds a learning path from level, goal, and daily time, then splits it into chanting, close reading, reflection, and optional copying tasks.
• Desk mode: before close reading, it shows the chapter structure; during reading, it tracks concept genealogy; after completion, it reconstructs the book's argument, lists unresolved tensions, and asks for a personal response.
• Loose-leaf mode: captures annotation cards, concept cards, comparison cards, and reflection cards, then aggregates them by concept, chapter, or research thread and prompts writing when thresholds are reached.
• Writing-desk mode: stages outputs from concept distinctions to comparative notes, text commentary, and short academic essays, with decreasing scaffolds, three revision passes, and final write-back to notes and progress.
• Quizzes and comparisons: generates fill-in, open-ended, situational, and rehabilitation questions, and compares positions within the hundred schools or across civilizational traditions.

Boundaries and caveats

Best for learners who want to study a specific canon, maintain notes, and produce writing. It is not a summary engine, answer key, or value ranking. Cross-text links mark return anchors and limit consecutive jumps, comparisons stay neutral, and completed writing serves as evidence of internalized progress.