Heavy rain and flooding cancel morning classes until 11 a.m

To check this alert, Claude Opus 5 (an AI) read it in full 25 separate times, independently. Each read decided whether the message answers each of the six questions and gave a short reason. A final reviewer then weighed all 25 and wrote the plain-English verdict you see when you open a row. The score (for example 22/25) is how many reads agreed; the 25 individual reads are tucked underneath if you want to check them.

• Sourcepresent22/25

  Final assessment

  Present by 22 of 25. "All university offices will open at 10:30 a.m." shows the institution speaking about its own schedule; three reads noted correctly that no name or alert brand signs the notice.

  Who is sending the alert and who is responding. People act faster on a message from a clearly identifiable, credible sender, such as a named department, the police, or a branded alert system, than on an anonymous notice. A branded signature counts.

  See all 25 individual reads

  1. present: "All university offices" shows the university speaking for itself about its schedule.
  2. present: "all university offices" marks the university itself as the announcing body.
  3. absent: No institution name, office or alert brand signs the notice; it is headed only "Weather Delay".
  4. present: References to "all university offices" identify the university as the announcing body.
  5. present: "All university offices" shows the university itself speaking as the source.
  6. present: The message speaks for "all university offices", the university identifying itself.
  7. present: References to "all university offices" mark the university as the issuing body.
  8. present: "All university offices" identifies the university itself as the body announcing the delay.
  9. present: The reference to "all university offices" identifies the university itself as sender.
  10. present: "All university offices" is the university speaking about itself as the issuing body.
  11. present: "All university offices" shows the university itself is speaking.
  12. absent: No alert brand or agency signs the message; "university offices" is not an identified sender.
  13. present: "all university offices" identifies the university as the body announcing the delay.
  14. present: References to "all university offices" mark the university as the announcing authority.
  15. present: The message speaks for the institution, referring to "all university offices" it controls.
  16. present: References to "all university offices" identify the university as the announcing body.
  17. absent: No sender tag, university name or agency appears anywhere in the text.
  18. present: "All university offices" shows the university itself is speaking.
  19. present: "All university offices" marks the university as the body announcing the delay.
  20. present: "All university offices" marks the university itself as the source of the delay notice.
  21. present: The text speaks for the institution, referring to "all university offices".
  22. present: The message speaks for the institution, referring to "all university offices" and its classes.
  23. present: "All university offices" identifies the university as the body issuing the delay.
  24. present: "All university offices" shows the university itself speaking as the source.
  25. present: The reference to "all university offices" marks the university as the issuing authority.
• Hazardpresent25/25

  Final assessment

  Present, 25 of 25. "Due to heavy rain and flooding in the area" names two specific hazards, so every read found the threat stated.

  What the threat actually is. A complete warning names the specific danger, such as a shooter, a fire, a tornado, or a gas leak, rather than a vague emergency, because people decide what to do based on what they are facing.

  See all 25 individual reads

  1. present: "heavy rain and flooding" names two specific hazards.
  2. present: "heavy rain and flooding" names a specific hazard.
  3. present: It specifies "heavy rain and flooding" as the cause.
  4. present: "heavy rain and flooding" names a specific hazard.
  5. present: It cites "heavy rain and flooding", specific weather hazards.
  6. present: It names "heavy rain and flooding" as the cause.
  7. present: "heavy rain and flooding" names a specific hazard.
  8. present: "heavy rain and flooding in the area" names two specific hazards.
  9. present: It names "heavy rain and flooding", a specific hazard.
  10. present: "heavy rain and flooding" names a specific hazard.
  11. present: "Heavy rain and flooding" names specific hazards.
  12. present: It names "heavy rain and flooding", a specific hazard.
  13. present: "heavy rain and flooding" names two specific hazards.
  14. present: "heavy rain and flooding" names a specific hazard.
  15. present: It names "heavy rain and flooding" as the cause, a specific hazard.
  16. present: "heavy rain and flooding" names two specific weather hazards.
  17. present: It names "heavy rain and flooding" as the specific hazard.
  18. present: "Heavy rain and flooding" names two specific hazards.
  19. present: The cause is named as "heavy rain and flooding", a specific hazard.
  20. present: "heavy rain and flooding" names two specific hazards.
  21. present: It names "heavy rain and flooding in the area" as the hazard.
  22. present: It names "heavy rain and flooding" as the cause, a specific hazard.
  23. present: "heavy rain and flooding" names two specific hazards.
  24. present: "heavy rain and flooding" names two specific hazards.
  25. present: It names "heavy rain and flooding" as the specific hazard.
• Locationpresent25/25

  Final assessment

  Present, 25 of 25. The hazard is placed "in the area", which all reads accepted as the location cue tying the flooding to the campus vicinity.

  Where the threat is. Saying whether danger is in a specific building, a part of campus, or area-wide lets people judge their own proximity and choose a safe direction. Without a where, a warning is hard to act on precisely.

  See all 25 individual reads

  1. present: The hazard is placed "in the area", a location reference the rubric accepts.
  2. present: The flooding is placed "in the area", a location cue.
  3. present: The flooding is placed "in the area", a general but real location cue.
  4. present: The flooding is placed "in the area", a locational cue.
  5. present: It places the flooding "in the area" of the university offices.
  6. present: The flooding is placed "in the area" around the university.
  7. present: "in the area" places the flooding around the university.
  8. present: "in the area" locates the flooding relative to the campus.
  9. present: The flooding is placed "in the area", a locational cue.
  10. present: "in the area" indicates where the flooding is occurring.
  11. present: "In the area" identifies where the flooding is occurring.
  12. present: The flooding is placed "in the area", a general location reference.
  13. present: The flooding is placed "in the area", a location cue.
  14. present: The flooding is placed "in the area".
  15. present: The flooding is placed "in the area", a general location reference.
  16. present: It places the flooding "in the area", a stated if broad location.
  17. present: It places the flooding "in the area".
  18. present: The phrase "in the area" gives a, if broad, location.
  19. present: It places the flooding "in the area" around the university.
  20. present: "in the area" locates the flooding relative to the campus.
  21. present: The phrase "in the area" gives a location reference.
  22. present: It places the flooding "in the area", a location cue the rubric accepts.
  23. present: The flooding is placed "in the area", a location reference.
  24. present: It places the flooding "in the area", a general but real location cue.
  25. present: The flooding is placed "in the area", a general but real location cue.
• Guidanceabsent0/25

  Final assessment

  Absent, 0 of 25. The notice only reports that "all classes are canceled until 11:00 a.m."; recipients are told no protective action to take.

  The protective action to take. A clear, specific instruction, such as shelter in place, evacuate, avoid the area, or run-hide-fight, drives faster and more correct protective behavior than describing the threat alone.

  See all 25 individual reads

  1. absent: The notice reports schedule changes without telling readers to take any action.
  2. absent: It reports schedule changes rather than instructing anyone to take protective action.
  3. absent: Only schedule facts are given; no action is requested of recipients.
  4. absent: It reports cancellations and opening times but issues no instruction to recipients.
  5. absent: It reports cancellations and opening times but asks nothing of recipients.
  6. absent: It reports a delay schedule without instructing recipients to do anything.
  7. absent: Only schedule changes are given, with no protective action asked of recipients.
  8. absent: The delay is informational; recipients are told nothing to do for their protection.
  9. absent: It reports cancellations and opening times without instructing recipients to act.
  10. absent: Only schedule changes are given; recipients receive no protective instruction.
  11. absent: It reports cancellations and opening times but gives recipients no action to take.
  12. absent: Only schedule changes are reported; recipients are given no action to take.
  13. absent: Only opening times are announced; recipients are asked to take no protective step.
  14. absent: Only cancellations and opening times are given, with no action asked of readers.
  15. absent: It reports delays and opening times but gives recipients no protective instruction.
  16. absent: It announces schedule changes without instructing recipients to do anything.
  17. absent: Only schedule changes are given, with no action asked of recipients.
  18. absent: Only cancellations and opening times are given; recipients receive no protective instruction.
  19. absent: Only schedule changes are reported, with no action asked of readers.
  20. absent: The text announces schedule changes but never tells recipients to do anything.
  21. absent: Only schedule changes are announced; recipients get no protective instruction.
  22. absent: No protective action is asked of recipients, only schedule facts are reported.
  23. absent: Recipients are told when classes and offices resume, not what protective action to take.
  24. absent: Only schedule changes are announced; recipients are given no protective instruction.
  25. absent: Only schedule changes are reported; recipients are told no protective action.
• Timepresent25/25

  Final assessment

  Present, 25 of 25. It is headed "Thursday, February 6, 2025" and gives the 11:00 a.m. and 10:30 a.m. resumption times.

  When the message applies. A timestamp, the word now or immediately, or a phrase like until further notice tells the reader whether the danger is current and how quickly to act.

  See all 25 individual reads

  1. present: It is headed "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  2. present: It is headed "Thursday, February 6, 2025" with times of 11:00 a.m. and 10:30 a.m.
  3. present: It is dated "Thursday, February 6, 2025" with times of 11:00 a.m. and 10:30 a.m.
  4. present: It dates the delay Thursday, February 6, 2025, with times of 11:00 and 10:30 a.m.
  5. present: It dates the delay to "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  6. present: It gives "Thursday, February 6, 2025" with 11:00 a.m. and 10:30 a.m. times.
  7. present: The date and times, including "until 11:00 a.m.", are explicit.
  8. present: It dates the delay to "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  9. present: It carries the date "Thursday, February 6, 2025" and times of 11:00 and 10:30 a.m.
  10. present: "Thursday, February 6, 2025" with the 11:00 a.m. and 10:30 a.m. times is precise.
  11. present: "Thursday, February 6, 2025" with "11:00 a.m." and "10:30 a.m." is precise.
  12. present: It dates the delay "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  13. present: "Thursday, February 6, 2025" with 11:00 a.m. and 10:30 a.m. times is precise.
  14. present: It is dated "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  15. present: It dates the delay to Thursday, February 6, 2025, with 11:00 a.m. and 10:30 a.m. times.
  16. present: It dates the delay "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  17. present: It is dated "Thursday, February 6, 2025" with times of 11:00 a.m. and 10:30 a.m.
  18. present: It gives the date and the hours "11:00 a.m." and "10:30 a.m.".
  19. present: Times are exact: classes canceled "until 11:00 a.m." on February 6, 2025.
  20. present: It gives "Thursday, February 6, 2025" plus the 11:00 a.m. and 10:30 a.m. times.
  21. present: It is dated "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  22. present: It dates and times the delay: "Thursday, February 6, 2025" with an 11:00 a.m. resumption.
  23. present: "Thursday, February 6, 2025" plus "until 11:00 a.m." give exact timing.
  24. present: It is dated "Thursday, February 6, 2025" with times of 11:00 and 10:30 a.m.
  25. present: It dates the delay to Thursday, February 6, 2025 with 11:00 a.m. and 10:30 a.m. times.
• Impactabsent0/25

  Final assessment

  Absent, 0 of 25. The flooding's potential effect on people or property is never described, leaving severity and consequence unstated.

  What the hazard could do to the people in its path. Beyond naming the threat, a complete warning conveys its potential consequences or severity, such as that a tornado can level buildings or that a leak could be explosive, so recipients grasp how much danger they are in. Research on warning message content finds that a concrete impact statement helps people personalize their risk and act sooner.

  See all 25 individual reads

  1. absent: The flooding's potential consequences to people are never stated.
  2. absent: No account of what the flooding could damage or endanger.
  3. absent: No harm or severity from the flooding is described.
  4. absent: No statement of danger, such as impassable roads or risk to people, appears.
  5. absent: No consequence or danger from the flooding is spelled out.
  6. absent: No danger from the flooding is stated beyond the schedule change.
  7. absent: The text does not say the flooding is dangerous or could cause harm.
  8. absent: The flooding's potential effects on people or property are never stated.
  9. absent: No harm from the flooding is described beyond schedule disruption.
  10. absent: No statement of danger or potential harm from the flooding appears.
  11. absent: The flooding's potential harm is never described, only its scheduling effect.
  12. absent: Nothing states what the flooding could do or how dangerous it is.
  13. absent: The consequence given is canceled classes, not any danger from the flooding.
  14. absent: No statement of danger or potential damage from the flooding appears.
  15. absent: No harm, danger, or severity from the flooding is described.
  16. absent: Beyond noting flooding, no consequence or severity for people is stated.
  17. absent: It does not describe what the flooding could cause.
  18. absent: The flooding's potential effects on people or property are never stated.
  19. absent: No statement of danger or damage from the flooding is given.
  20. absent: No harm to people or property is stated, only the delayed opening.
  21. absent: Flooding is named but no consequence or danger is spelled out.
  22. absent: Beyond schedule disruption, no danger or damage from the flooding is stated.
  23. absent: Class cancellation is operational; no danger or damage is described.
  24. absent: No statement of danger from the flooding appears, only delayed openings.
  25. absent: No statement of danger, damage or risk from the flooding appears.