diff --git a/modules/COMPANION/assets/dot/medical_listening.dot b/modules/COMPANION/assets/dot/medical_listening.dot
new file mode 100644
index 0000000..a67117a
--- /dev/null
+++ b/modules/COMPANION/assets/dot/medical_listening.dot
@@ -0,0 +1,304 @@
+digraph medical_listening {
+
+ graph [
+ rankdir = TB
+ fontname = "Helvetica"
+ fontsize = 11
+ splines = ortho
+ nodesep = 0.55
+ ranksep = 0.65
+ bgcolor = "white"
+ label = "Medical Listening — Structural Diagram"
+ labelloc = t
+ labeljust = c
+ ]
+
+ node [
+ fontname = "Helvetica"
+ fontsize = 10
+ shape = box
+ style = "filled,rounded"
+ penwidth = 0.6
+ margin = "0.18,0.10"
+ ]
+
+ edge [
+ fontname = "Helvetica"
+ fontsize = 9
+ arrowsize = 0.6
+ penwidth = 0.7
+ color = "#888780"
+ ]
+
+ /* ── ROOT ─────────────────────────────────────────────── */
+
+ root [
+ label = "Medical Listening"
+ fillcolor = "#EEEDFE"
+ color = "#534AB7"
+ fontcolor = "#26215C"
+ fontsize = 13
+ style = "filled,rounded"
+ penwidth = 1.2
+ ]
+
+ /* ── CRITERIA CONTAINER (cluster) ─────────────────────── */
+
+ subgraph cluster_criteria {
+ label = "Listening Criteria"
+ style = "filled,rounded"
+ fillcolor = "#E1F5EE"
+ color = "#0F6E56"
+ fontcolor = "#04342C"
+ fontname = "Helvetica-Bold"
+ fontsize = 11
+ penwidth = 1.0
+ margin = 18
+
+ /* ── C1: Context Identification ────────────────────── */
+
+ c1 [
+ label = "1. Context Identification\nGist · Context switch · Headings"
+ fillcolor = "#EEEDFE"
+ color = "#534AB7"
+ fontcolor = "#26215C"
+ ]
+
+ subgraph cluster_context {
+ label = "Context components"
+ style = "filled,rounded"
+ fillcolor = "#E6F1FB"
+ color = "#185FA5"
+ fontcolor = "#042C53"
+ fontsize = 10
+ penwidth = 0.6
+ margin = 12
+
+ c1_spatial [
+ label = "Spatial\nObject components"
+ fillcolor = "#E6F1FB"
+ color = "#185FA5"
+ fontcolor = "#0C447C"
+ ]
+
+ c1_temporal [
+ label = "Temporal\nTime components"
+ fillcolor = "#FAEEDA"
+ color = "#854F0B"
+ fontcolor = "#412402"
+ ]
+
+ c1_relations [
+ label = "Relations\nSpatial · Temporal · Both"
+ fillcolor = "#FAECE7"
+ color = "#993C1D"
+ fontcolor = "#4A1B0C"
+ ]
+ }
+
+ c1_spatial -> c1_relations [style=solid]
+ c1_temporal -> c1_relations [style=solid]
+
+ /* ── C2: People & Voices ───────────────────────────── */
+
+ c2 [
+ label = "2. People & Voices\nNames · Tone listening"
+ fillcolor = "#F1EFE8"
+ color = "#5F5E5A"
+ fontcolor = "#2C2C2A"
+ ]
+
+ /* ── C3: Affirmative ───────────────────────────────── */
+
+ c3 [
+ label = "3. Affirmative Listening\nEnd of debate · Opinion · Argument"
+ fillcolor = "#EEEDFE"
+ color = "#534AB7"
+ fontcolor = "#26215C"
+ ]
+
+ subgraph cluster_affirm {
+ label = "Affirm types"
+ style = "filled,rounded"
+ fillcolor = "#f8f8f5"
+ color = "#B4B2A9"
+ fontsize = 10
+ penwidth = 0.5
+ margin = 10
+
+ c3_pos [
+ label = "Positive\nagrees / yes"
+ fillcolor = "#E1F5EE"
+ color = "#0F6E56"
+ fontcolor = "#04342C"
+ ]
+
+ c3_neg [
+ label = "Negative\ndoubts / no"
+ fillcolor = "#FAECE7"
+ color = "#993C1D"
+ fontcolor = "#4A1B0C"
+ ]
+
+ c3_par [
+ label = "Paradoxical\nnegative form → yes"
+ fillcolor = "#FAEEDA"
+ color = "#854F0B"
+ fontcolor = "#412402"
+ ]
+ }
+
+ /* ── C4: Personal Opinions ─────────────────────────── */
+
+ c4 [
+ label = "4. Personal Opinions\nAttribute to speaker"
+ fillcolor = "#F1EFE8"
+ color = "#5F5E5A"
+ fontcolor = "#2C2C2A"
+ ]
+
+ /* ── C5: Object Details ────────────────────────────── */
+
+ c5 [
+ label = "5. Object Details\nTrace object through extract"
+ fillcolor = "#EEEDFE"
+ color = "#534AB7"
+ fontcolor = "#26215C"
+ ]
+
+ subgraph cluster_obj {
+ label = "Object detail steps"
+ style = "filled,rounded"
+ fillcolor = "#E6F1FB"
+ color = "#185FA5"
+ fontcolor = "#042C53"
+ fontsize = 10
+ penwidth = 0.6
+ margin = 12
+
+ c5_intro [
+ label = "Intro statement\nBrief overview"
+ fillcolor = "#E6F1FB"
+ color = "#185FA5"
+ fontcolor = "#0C447C"
+ ]
+
+ c5_comp [
+ label = "Components\nParts / properties"
+ fillcolor = "#E6F1FB"
+ color = "#185FA5"
+ fontcolor = "#0C447C"
+ ]
+
+ c5_rels [
+ label = "Relations\nObject-to-object"
+ fillcolor = "#E6F1FB"
+ color = "#185FA5"
+ fontcolor = "#0C447C"
+ ]
+ }
+
+ c5_intro -> c5_comp [style=solid]
+ c5_comp -> c5_rels [style=solid]
+
+ /* ── C6: Distractors ───────────────────────────────── */
+
+ c6 [
+ label = "6. Distractors\nIdentify · Eliminate"
+ fillcolor = "#FAECE7"
+ color = "#993C1D"
+ fontcolor = "#4A1B0C"
+ ]
+
+ /* ── C7: Memory Listening (encoding) ───────────────── */
+
+ c7 [
+ label = "7. Memory Listening\nKeywords · Counterparts · Duplicates"
+ fillcolor = "#EEEDFE"
+ color = "#534AB7"
+ fontcolor = "#26215C"
+ ]
+
+ /* ── C8: Memory Listening (summary) ────────────────── */
+
+ c8 [
+ label = "8. Summary Memory\nPost-recording reconstruction"
+ fillcolor = "#EEEDFE"
+ color = "#534AB7"
+ fontcolor = "#26215C"
+ ]
+
+ subgraph cluster_summary {
+ label = "Summary modes"
+ style = "filled,rounded"
+ fillcolor = "#f8f8f5"
+ color = "#B4B2A9"
+ fontsize = 10
+ penwidth = 0.5
+ margin = 10
+
+ c8_end [
+ label = "End-of-recording\nProf. notes / scientific models"
+ fillcolor = "#E1F5EE"
+ color = "#0F6E56"
+ fontcolor = "#04342C"
+ ]
+
+ c8_rt [
+ label = "Realtime\nScientific model diagram"
+ fillcolor = "#FAEEDA"
+ color = "#854F0B"
+ fontcolor = "#412402"
+ ]
+ }
+
+ } /* end cluster_criteria */
+
+ /* ── OUTPUT NODE ──────────────────────────────────────── */
+
+ output [
+ label = "Structural Diagram\nObjects + interrelations (output)"
+ fillcolor = "#FAECE7"
+ color = "#993C1D"
+ fontcolor = "#4A1B0C"
+ penwidth = 1.0
+ style = "filled,rounded"
+ ]
+
+ /* ── EDGES: root → criteria ───────────────────────────── */
+
+ root -> c1
+ root -> c2
+ root -> c3
+ root -> c4
+ root -> c5
+ root -> c6
+ root -> c7
+ root -> c8
+
+ /* ── EDGES: criteria → sub-nodes ─────────────────────── */
+
+ c1 -> c1_spatial [lhead=cluster_context]
+ c1 -> c1_temporal [lhead=cluster_context]
+
+ c3 -> c3_pos
+ c3 -> c3_neg
+ c3 -> c3_par
+
+ c5 -> c5_intro [lhead=cluster_obj]
+
+ c8 -> c8_end
+ c8 -> c8_rt
+
+ /* ── EDGES: summary modes → output ───────────────────── */
+
+ c8_end -> output
+ c8_rt -> output
+
+ /* ── RANK HINTS ───────────────────────────────────────── */
+
+ { rank = same; c1; c2; c3; c4 }
+ { rank = same; c5; c6; c7; c8 }
+ { rank = same; c8_end; c8_rt }
+
+}
diff --git a/modules/COMPANION/assets/dot/medical_writing.dot b/modules/COMPANION/assets/dot/medical_writing.dot
new file mode 100644
index 0000000..3e63d31
--- /dev/null
+++ b/modules/COMPANION/assets/dot/medical_writing.dot
@@ -0,0 +1,81 @@
+digraph OET_Writing_Strategy {
+ graph [
+ rankdir=TB
+ fontname="Helvetica"
+ fontsize=13
+ bgcolor="transparent"
+ pad=0.5
+ nodesep=0.3
+ ranksep=0.25
+ label="OET Medical Writing — Step-wise Strategy"
+ labelloc=t
+ labeljust=c
+ splines=false
+ ]
+ node [
+ fontname="Helvetica"
+ shape=box
+ style="rounded,filled"
+ penwidth=0.8
+ width=5.5
+ margin="0.25,0.18"
+ ]
+ edge [
+ fontname="Helvetica"
+ fontsize=10
+ arrowhead=vee
+ arrowsize=0.7
+ penwidth=0.8
+ color="#9C9A92"
+ ]
+
+ // ── STEP 1 — Teal ────────────────────────────────────────────────────
+ S1 [
+ label="[1] Establish purpose\nOpening brief + expanded closing reason"
+ fillcolor="#085041"
+ color="#5DCAA5"
+ fontcolor="#9FE1CB"
+ fontsize=12
+ ]
+
+ // ── STEP 2 — Purple ──────────────────────────────────────────────────
+ S2 [
+ label="[2] Select relevant content\nInclusion / exclusion based on context\nWriter–reader and patient–reader relationships"
+ fillcolor="#3C3489"
+ color="#AFA9EC"
+ fontcolor="#CECBF6"
+ fontsize=12
+ ]
+
+ // ── STEP 3 — Blue ────────────────────────────────────────────────────
+ S3 [
+ label="[3] Group and order information\nChronological — same situation, temporal sequence\nThematical — cross-situations, by reader importance\nMixed blend where relevant; note spatial relations"
+ fillcolor="#0C447C"
+ color="#85B7EB"
+ fontcolor="#B5D4F4"
+ fontsize=12
+ ]
+
+ // ── STEP 4 — Coral ───────────────────────────────────────────────────
+ S4 [
+ label="[4] Apply formal briefs and tense\nOpening brief — purpose + patient + referral intent\nDebrief — closing gratitude or invitation to contact\nTense follows temporal relationship of each fact"
+ fillcolor="#712B13"
+ color="#F0997B"
+ fontcolor="#F5C4B3"
+ fontsize=12
+ ]
+
+ // ── STEP 5 — Amber ───────────────────────────────────────────────────
+ S5 [
+ label="[5] Maintain formal register\nNo contractions\nNo excessive abbreviations\nNo informal / academic connectors\nFactual, non-judgemental; concise sentences"
+ fillcolor="#633806"
+ color="#EF9F27"
+ fontcolor="#FAC775"
+ fontsize=12
+ ]
+
+ S1 -> S2
+ S2 -> S3
+ S3 -> S4
+ S4 -> S5
+}
diff --git a/modules/COMPANION/assets/images/medical-listening.svg b/modules/COMPANION/assets/images/medical-listening.svg
new file mode 100644
index 0000000..7eeb641
--- /dev/null
+++ b/modules/COMPANION/assets/images/medical-listening.svg
@@ -0,0 +1,312 @@
+
+
+
+
+
diff --git a/modules/COMPANION/assets/images/medical-writing.svg b/modules/COMPANION/assets/images/medical-writing.svg
new file mode 100644
index 0000000..3c8d7b2
--- /dev/null
+++ b/modules/COMPANION/assets/images/medical-writing.svg
@@ -0,0 +1,80 @@
+
+
+
+
+
diff --git a/modules/COMPANION/nav.adoc b/modules/COMPANION/nav.adoc
index 3148c27..f89814b 100644
--- a/modules/COMPANION/nav.adoc
+++ b/modules/COMPANION/nav.adoc
@@ -1,3 +1,5 @@
* Clinical Companion
** xref:comp.adoc[The Clinical Companion Cheat Sheet]
-** xref:xabcde.adoc[ACP xABCDE Approach to traumatic injury]
\ No newline at end of file
+** xref:xabcde.adoc[ACP xABCDE Approach to traumatic injury]
+** xref:clinical-writing.adoc[Clinical Writing]
+** xref:clinical-listening.adoc[Clinical Listening]
\ No newline at end of file
diff --git a/modules/COMPANION/pages/clinical-listening.adoc b/modules/COMPANION/pages/clinical-listening.adoc
new file mode 100644
index 0000000..74829d3
--- /dev/null
+++ b/modules/COMPANION/pages/clinical-listening.adoc
@@ -0,0 +1,110 @@
+= Medical Listening
+
+Listening to medical contexts could sometimes be challenging. However, with the right mindset, it could be much easier and even saves time studying long pages of journal papers and textbooks.
+
+== Listening Criteria
+The following is a trivial criteria built to grant the listener attention to what to listen for while actively listening to clinical contexts:
+
+. **Context Identification Listening**: Main context, context switch, and gist listening (Identify the context first using context statements).
+. **People Names and Voices Listening**: Names and Voices tone listening.
+. **Affirmative Listening**: Positive and negative affirms listening; it usually comes at the end of a debate, opinion or a resolved argument.
+. **Personal Opinions Listening**: and identifying the persons giving them.
+. **Details Listening**: Object details listening and association to other objects.
+. **Distractors Listening**: Identify the distractors and eliminate them.
+. **Memory Listening**: use summary keywords and listen for them or their counterparts/duplicates.
+. **Memory Listening**: Summarize what've heard after listening using professional notes or scientifc models.
+
+=== Context Identification
+Identify the context through the headings or the context statements; in most cases, the audio extracts start with the context that represents the gist of what follows along the extract trace.
+
+Each context could be broken down into a structure of components; context components could be further categorized into two broad categories; the spatial components (i.e., Object Components), and the temporal components (i.e., Time Components).
+
+Relations among components could be attained, as well; again, furtherly categorized into spatial and temporal relations.
+
+[NOTE]
+====
+Examples of spatial relations:
+
+* Two objects representing different situations; both of them describe a specific context.
+* Two objects; one of them offers solutions better than the other.
+
+Examples of temporal relations:
+
+* Three objects representing different timestamps; two of them took place at the same time, while the last timestamp took place after them.
+
+Examples of both temporal and spatial relations:
+
+* Two objects; both of them offer solutions to the exact same problem; however, one of them is invented before the other.
+====
+
+=== Positive and negative affirms
+Identify whether the statement is negated; this could change the whole meaning.
+
+Some common **negative affirms** typically used in speaking and podcasts:
+
+* I wouldn’t bet on it
+* I’m not convinced
+* I’d be surprised if that were the case
+* that’s not necessarily true
+* I’m not so sure about that
+* I wouldn’t go that far
+* I’m inclined to disagree
+* that seems unlikely
+* I have my doubts
+* I’m not entirely convinced
+* it’s questionable
+* I wouldn’t say so
+* that doesn’t quite add up
+* I’m skeptical
+
+Some common **positive affirms** typically used in speaking and podcasts:
+
+* I’d say so
+* I’d go along with that
+* that sounds about right
+* I’d be inclined to agree
+* that seems reasonable
+* I suppose so
+* I’d imagine so
+* I can see that
+* that checks out
+* I’m with you on that
+* that holds up
+* fair enough
+* I’d support that
+* that makes sense
+
+[TIP]
+====
+There are some special affirms that have paradoxical meaning; while it seems that they carry negative affirms, they are considered strong positive affirms:
+
+* I couldn't agree more.
+* I couldn't have found someone who is knowledable enough to present this meeting.
+* I wouldn’t rule it out → (means: it’s possible / leaning YES)
+* I don’t see any reason why not → (means: YES)
+* I can’t complain → (means: it’s good)
+* it’s not impossible → (means: possible)
+* I wouldn’t be opposed → (means: yes/acceptable)
+* not unreasonable → (means: reasonable / yes)
+* I wouldn’t disagree → (means: I agree)
+* it’s not out of the question → (means: possible)
+* I’m not against it → (means: yes)
+====
+
+=== Object details
+An object has details that should be revealed as the audio extract moves on; listening for object details could be sometimes cumbersome. However, it could be augmented by **first listening for that particular statement** that presents the object in a brief way, and then tracing the events as the audio advances.
+
+* Listening for the object presenting statement.
+* Listening for the various object components.
+* Listening for the object-object relationship.
+
+=== Summaries
+Providing summaries, at the end of the recorder, is one of the most effective maneuvers to aid **objective memory listening and recalling**; it's better be practiced at the end of the recording.
+
+During the recording, a realtime summary could be practiced through the scientific models; with a structural diagram illustrating the objects in-question and their interrelationships.
+
+++++
+
+
+
+++++
\ No newline at end of file
diff --git a/modules/COMPANION/pages/clinical-writing.adoc b/modules/COMPANION/pages/clinical-writing.adoc
new file mode 100644
index 0000000..ca7e550
--- /dev/null
+++ b/modules/COMPANION/pages/clinical-writing.adoc
@@ -0,0 +1,64 @@
+= Medical Writing
+
+The following document demonstrates a flexible and robust strategy to tackle the OET medicine writing task sub-test in the form a **step-wise strategy.**
+
+== Establishing **Purpose of the letter.**
+
+There are two components for establishing the purpose of the clincal letter:
+
+* Provide an immediately apparent purpose attached at the beginning of the letter.
+* Provide a sufficiently expanding purpose and reason attached at the end of the letter.
+
+== Choosing **relevant content** to be included based on the context
+
+Choosing the relevant content is a one way to attract the reader or to lose them immediately; the writer-reader relationship, and the patient-reader relationship (i.e., Inclusion and Exclusion Critera).
+
+* Build an inclusion and an exclusion criteria by identifying the context, the writer-reader relationship, and the patient-reader relationship.
+* In addition, use the purpose of the letter and the reason to write the letter, in the first place, to better delineate the criteria parts.
+
+== Grouping information and ordering them
+
+Grouping the information presented in the letter should be according to the formerly presented relationships; addressing both the _chronological_ and the _thematical_ ordering of the timeline, and demonstrating the temporal and the spatial relations, if exist, among the presented timeline.
+
+* Chronological ordering of the presented information.
+* Thematical ordering of the presented information.
+* Use a blend of both to address ordering of the timeline for the same situation (**Chronological Ordering**), and address **temporal ordering** of the other situations in general (**Thematical Ordering**).
+* Consider identifying the spatial relationships among different sitations, only if relevant.
+
+[TIP]
+.Ordering Techniques in Clinical Writing
+====
+> * Chronological Ordering: is a technique of ordering the information according to the temporal relationships (i.e., Whichever took place first, comes first!).
+> * Thematical Ordering: is a technique of ordering the information according to their importance to the reader and the context (i.e., Whichever is important, comes first!).
+> * Mixed thematical and chronological ordering: is a technique of ordering the information based on both the temporal and the spatial relationships among them.
+====
+
+== Identify the formal introductory briefs, their debriefs, and the tense of the content according to their temporal relationship.
+
+=== Formal introductory briefs:
+> Thank you for seeing Mrs Anne, a 45-year-old female who presented with ...., for your expert evaluation and advice.
+
+> I am referring to you Mrs Anne, ...., for further evaluation and, if indicated, further investigations including endoscopic evalution.
+
+> I would be grateful if you could review Mrs Anne, ....., for further investigations and, if indicated, for endoscopic evaluation.
+
+=== Formal debriefs:
+> Thank you for your continued management of Mrs Anne.
+
+> Should furhter information be required, please do not hesitate to contact me.
+
+> I appreciate your expert involvement for evaluating Mrs Anne, and whether the endoscopic evaluation is indicated in her case.
+
+== Avoid informal sentences and keywords taken from the academic world and poetry.
+
+* Avoid using contractions.
+* Avoid excessive abbreviations.
+* Avoid informal academic connectors.
+* Use factual writing and avoid judgemental writing style by presenting seemingly judicious materials as they are without paraphrasing.
+* Avoid long sentences.
+
+++++
+
+
+
+++++
\ No newline at end of file
diff --git a/scripts/build.sh b/scripts/build.sh
index 056698d..9499e8c 100644
--- a/scripts/build.sh
+++ b/scripts/build.sh
@@ -3,6 +3,8 @@
cached_work_dir=$(pwd)
cd ./modules/COMPANION/assets
dot -Tsvg ./dot/atls_xabcde_algorithm.dot -o ./images/xabcde/atls.svg
+dot -Tsvg ./dot/medical_listening.dot -o ./images/medical-listening.svg
+dot -Tsvg ./dot/medical_writing.dot -o ./images/medical-writing.svg
cd $cached_work_dir
npx antora antora-playbook.yml
+
+++++
\ No newline at end of file
diff --git a/modules/COMPANION/pages/clinical-writing.adoc b/modules/COMPANION/pages/clinical-writing.adoc
new file mode 100644
index 0000000..ca7e550
--- /dev/null
+++ b/modules/COMPANION/pages/clinical-writing.adoc
@@ -0,0 +1,64 @@
+= Medical Writing
+
+The following document demonstrates a flexible and robust strategy to tackle the OET medicine writing task sub-test in the form a **step-wise strategy.**
+
+== Establishing **Purpose of the letter.**
+
+There are two components for establishing the purpose of the clincal letter:
+
+* Provide an immediately apparent purpose attached at the beginning of the letter.
+* Provide a sufficiently expanding purpose and reason attached at the end of the letter.
+
+== Choosing **relevant content** to be included based on the context
+
+Choosing the relevant content is a one way to attract the reader or to lose them immediately; the writer-reader relationship, and the patient-reader relationship (i.e., Inclusion and Exclusion Critera).
+
+* Build an inclusion and an exclusion criteria by identifying the context, the writer-reader relationship, and the patient-reader relationship.
+* In addition, use the purpose of the letter and the reason to write the letter, in the first place, to better delineate the criteria parts.
+
+== Grouping information and ordering them
+
+Grouping the information presented in the letter should be according to the formerly presented relationships; addressing both the _chronological_ and the _thematical_ ordering of the timeline, and demonstrating the temporal and the spatial relations, if exist, among the presented timeline.
+
+* Chronological ordering of the presented information.
+* Thematical ordering of the presented information.
+* Use a blend of both to address ordering of the timeline for the same situation (**Chronological Ordering**), and address **temporal ordering** of the other situations in general (**Thematical Ordering**).
+* Consider identifying the spatial relationships among different sitations, only if relevant.
+
+[TIP]
+.Ordering Techniques in Clinical Writing
+====
+> * Chronological Ordering: is a technique of ordering the information according to the temporal relationships (i.e., Whichever took place first, comes first!).
+> * Thematical Ordering: is a technique of ordering the information according to their importance to the reader and the context (i.e., Whichever is important, comes first!).
+> * Mixed thematical and chronological ordering: is a technique of ordering the information based on both the temporal and the spatial relationships among them.
+====
+
+== Identify the formal introductory briefs, their debriefs, and the tense of the content according to their temporal relationship.
+
+=== Formal introductory briefs:
+> Thank you for seeing Mrs Anne, a 45-year-old female who presented with ...., for your expert evaluation and advice.
+
+> I am referring to you Mrs Anne, ...., for further evaluation and, if indicated, further investigations including endoscopic evalution.
+
+> I would be grateful if you could review Mrs Anne, ....., for further investigations and, if indicated, for endoscopic evaluation.
+
+=== Formal debriefs:
+> Thank you for your continued management of Mrs Anne.
+
+> Should furhter information be required, please do not hesitate to contact me.
+
+> I appreciate your expert involvement for evaluating Mrs Anne, and whether the endoscopic evaluation is indicated in her case.
+
+== Avoid informal sentences and keywords taken from the academic world and poetry.
+
+* Avoid using contractions.
+* Avoid excessive abbreviations.
+* Avoid informal academic connectors.
+* Use factual writing and avoid judgemental writing style by presenting seemingly judicious materials as they are without paraphrasing.
+* Avoid long sentences.
+
+++++
+
+ 
+
+++++
\ No newline at end of file
diff --git a/scripts/build.sh b/scripts/build.sh
index 056698d..9499e8c 100644
--- a/scripts/build.sh
+++ b/scripts/build.sh
@@ -3,6 +3,8 @@
cached_work_dir=$(pwd)
cd ./modules/COMPANION/assets
dot -Tsvg ./dot/atls_xabcde_algorithm.dot -o ./images/xabcde/atls.svg
+dot -Tsvg ./dot/medical_listening.dot -o ./images/medical-listening.svg
+dot -Tsvg ./dot/medical_writing.dot -o ./images/medical-writing.svg
cd $cached_work_dir
npx antora antora-playbook.yml