apply answerability-audit repair queue: ACCEPT variants, derivability fixes, rubric rewrites (46 masters)

- MISSING_ALTERNATIVES (63/64 applied): uncontracted/contracted forms, digit
  variants (05|5), synonyms and full-sentence variants, via ACCEPT lines and
  inline gap alternatives; skipped 'better/fine' for the Opposites drill (not
  opposites of "sick").
- NOT_DERIVABLE (16 fixed, 10 false alarms, 1 skipped): item-level fixes
  (visible word hints, missing premise, speaker clarifications "Joe (to Jim):",
  emphasis/cue corrections, un-gapped unguessable words, rounded-number
  accepts); converted the two book-10 paragraph clozes (Mary / The Mall) from
  CHECK: exact to CHECK: llm with logical-completion rubrics; cross-book
  recycled vocab (pilot, teller, barber, variety store, ...) left alone.
- UNCLEAR_TARGET (10): instruction/intro corrections (Food "Type the word for
  the food.", Explain-with-Too intro), cue/emphasis fixes.
- Rubric rewrites (57): applied audit-suggested grader rubrics (now effective
  with the pre-item RUBRIC parser fix); moved the two per-item rubrics of
  book-11 "Write the Main Idea" inside their items.

No clip-bearing line changed; all masters validate (0 errors, 0 new warnings)
and pass stage-master clip-identity checks. Full decision log:
reactor-module-tools module-convert/answerability-audit/APPLIED.md

Co-authored-by: Cursor <cursoragent@cursor.com>

book-11-lesson-3.module

@@ -1740,7 +1740,7 @@ LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3}
 # Source: LLA 3C Figure 4
 $PRODUCE Explain with Too
 ID: 3c-f4
-INTRO: Look at the picture and listen to the sentence. Then write a sentence with "too" that explains the situation — why can't the children go outside?
+INTRO: Look at the picture and listen to the sentence. Then write a sentence with "too" that explains the situation.
 INSTRUCTION: Write a sentence explaining the picture using "too".
 INPUT: type
 CHECK: llm
@@ -2071,12 +2071,12 @@ LONGFORM
 INTRO: Last part: big-picture reading and careful listening. Listen to each paragraph, then type its main idea in one complete sentence.
 INSTRUCTION: Type the main idea of the paragraph.
 
-RUBRIC: Accept any sentence stating that good drivers need to know many things.
 PROMPT: Listen to the first paragraph. {bk11-l3d-f1-01.mp3}
+RUBRIC: Accept any sentence stating that good drivers need to know many things.
 RESPONSE: Good drivers need to know many things. {bk11-l3d-f1-02.mp3}
 
-RUBRIC: Accept any sentence stating that a physical exam every year is important.
 PROMPT: Listen to the second paragraph. {bk11-l3d-f1-03.mp3}
+RUBRIC: Accept any sentence stating that a physical exam every year is important.
 RESPONSE: You should get a complete checkup every year. {bk11-l3d-f1-04.mp3}
 
 # Source: ST §Topics, Main Ideas, and Titles
@@ -2089,7 +2089,7 @@ INSTRUCTION: Type a title, the topic, and the main idea.
 INPUT: type
 CHECK: llm
 LONGFORM
-RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point.
+RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point. Accept responses with or without explicit labels (e.g. "Title:") and with any separator or line breaks.
 
 EXAMPLE
 TEMPLATE: You may think that it's easy to change a tire when you know how. But you can know how to do something and still not be able to do it. It may be very difficult to jack up the car or to loosen the nuts. The spare tire may not have enough air in it. You don't always have the right tools. Sometimes a job that should be easy for you to do is really very difficult.