Teacher: In this task, you're given passages that contain mentions of names of people, places, or things. Some of these mentions refer to the same person, place, or thing. Your job is to write questions that evaluate one's understanding of such references. Good questions are expected to link pronouns (she, her, him, his, their, etc.) or other mentions to people, places, or things to which they may refer. Do not ask questions that can be answered correctly without understanding the paragraph or having multiple answers. Avoid questions that do not link phrases referring to the same entity. For each of your questions, the answer should be one or more phrases in the paragraph, and it should be unambiguous.
Teacher: Now, understand the problem? If you are still confused, see the following example:
Passage: Nearing London, Oliver encounters Jack Dawkins, a pickpocket more commonly known by the nickname the "Artful Dodger", and his sidekick, a boy of a humorous nature named Charley Bates, but Oliver's innocent and trusting nature fails to see any dishonesty in their actions. The Dodger provides Oliver with a free meal and tells him of a gentleman in London who will "give him lodgings for nothing, and never ask for change". Grateful for the unexpected assistance, Oliver follows the Dodger to the "old gentleman's" residence. In this way Oliver unwittingly falls in with an infamous Jewish criminal known as Fagin, the gentleman of whom the Artful Dodger spoke. Ensnared, Oliver lives with Fagin and his gang of juvenile pickpockets in their lair at Saffron Hill for some time, unaware of their criminal occupations. He believes they make wallets and handkerchiefs.
Solution: Who believes Fagin's gang make wallets and handkerchiefs?.
Reason: This question is based on the following sentence in the passage "He believes they make wallets and handkerchiefs". It evaluates the understanding that the pronoun "he" refers to name "Oliver". You can ask questions like this one about most pronouns in a paragraph.

Now, solve this instance: Passage: Shortly after Michael's birth, the family moved to Wetherden in Suffolk. Michael's education began in 1909, with a nursery governess and various private tutors who followed a  curriculum that included piano lessons—his first formal contact with music. There was a piano in the house, on which he "took to improvising crazily ... which I called 'composing', though I had only the vaguest notion of what that meant". In September 1914 Michael became a boarder at Brookfield Preparatory School in Swanage, Dorset. He spent four years there, at one point earning notoriety by writing an essay that challenged the existence of God. In 1918 he won a scholarship to Fettes College, a boarding school in Edinburgh, where he studied the piano, sang in the choir, and began to learn to play the pipe organ. The school was not a happy place; sadistic bullying of the younger pupils was commonplace. When Michael revealed to his parents in March 1920 that he had formed a homosexual relationship with another boy, they removed him. He transferred to Stamford School in Lincolnshire, where a decade previously Malcolm Sargent had been a pupil.Around this time Henry Tippett decided to live in France, and the house in Wetherden was sold. The 15-year-old Michael and his brother Peter remained at school in England, travelling to France for their holidays. Michael found Stamford much more congenial than Fettes, and developed both academically and musically. He found an inspiring piano teacher in Frances Tinkler, who introduced him to the music of Bach, Beethoven, Schubert and Chopin. Sargent had maintained his connection with the school, and was present when Tippett and another boy played a C minor Concerto for Two Harpsichords by Bach on pianos with a local string orchestra. Tippett sang in the chorus when Sargent directed a local performance of Robert Planquette's operetta Les Cloches de Corneville. Despite his parents' wish that he follow an orthodox path by proceeding to Cambridge University, Tippett had firmly decided on a career as a composer, a prospect that alarmed them and was discouraged by his headmaster and by Sargent.By mid-1922 Tippett had developed a rebellious streak. His overt atheism particularly troubled the school, and he was required to leave. He remained in Stamford in private lodgings, while continuing lessons with  Tinkler and with the organist of St Mary's Church. He also began studying Charles Villiers Stanford's book Musical Composition which, he later wrote, "became the basis of all my compositional efforts for decades to come". In 1923 Henry Tippett was persuaded that some form of musical career, perhaps as a concert pianist, was possible, and agreed to support his son in a course of study at the Royal College of Music (RCM). After an interview with the college principal, Sir Hugh Allen, Tippett was accepted despite his lack of formal entry qualifications.
Student:
What is the last name of the person who earned notoriety by writing an essay that challenged the existence of God?