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:  In 1883, Alfred Russel Wallace wrote a tribute to Darwin (entitled 'The Debt of Science to Darwin ) who had died the year before. One such tribute appeared in 'The Century', an illustrated monthly magazine. As part of this article he included a summary of Darwin's work relating to this book (p. 428):
"The cowslip (Primula veris) has two kinds of flowers in nearly equal proportions: in the one the stamens are long and the style short, and in the other the reverse, so that in one the stamens are visible at the mouth of the tube of the flower, in the other the stigma occupies the same place, while the stamens are halfway down the tube. The fact had been known to botanists for 70 years, but had been classed as a case of mere variability, and therefore considered to be of no importance. In 1860 Darwin set to find out what it meant, since, according to his views, a definite variation like this must have a purpose. After a considerable amount of observation and experiment, he found that bees and moths visited the flowers, and that their proboscis become covered with pollen while sucking up the nectar, and further, the pollen of a long stamened plant would most surely be deposited on the stigma of the long styled plants, and vice versa. Now followed a long series of experiments, in which cowslips were fertilised with either pollen from the same kind or from a different kind of flower, and the invariable result was that the crosses between the two different types of flowers produced more good capsules, and more seed in each capsule; and as these crosses would be most frequently effected by insects, it was clear that this curious arrangement directly served to increase the fertility of this common plant. The same thing was found to occur in the primrose, as well as in flax (Linum perenne), lungworts (Pulmonaria), and a host of other plants, including the American partridge-berry (Mitchella repens). These are called dimorphic heterostyled plants.
Still more extraordinary is the case of the common loosestrife (Lythrum salicaria), which has both stamens and styles of three distinct lengths, each flower having two sets of stamens and one style, all of different lengths, and arranged in three different ways:
A short style, with six medium and six long stamens;
A medium style, with six short and six long stamens;
A long style, with six medium and six short stamens.
These flowers can be fertilised in eighteen distinct ways, necessitating a vast number of experiments, the result being, as in the case of the cowslip, that flowers fertilised by the pollen from stamens of the same length as the styles, gave on the average a larger number of capsules and a very much larger number of seeds than in any other case. The exact correspondence in the length of the style of each form with that of one set of stamens in the other form insures that the pollen attached to any part of the body of an insect shall be applied to a style of the same length on another plant, and there is thus a triple chance of the maximum of fertility....There is thus the clearest proof that these complex arrangements have the important end of securing both a more abundant and more vigorous offspring. 
Observations and experiments still continue today to further the understanding of this phenomenon instigated by Darwin in this original and seminal work.
Student:
How does the pollen transfer from one plant to another?