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# 08.05.2012(practice for using "stuff")

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Yesterday morning, I left home about 10 minutes later than usual. I had to run to avoid showing up late to my office. That run was quite tough because I had to carry a lot of heavy stuff, the Basic Operation Test, finished marking by teachers of 8 schools. When I arrived before 7:30, my sweat couldn't be stopped easily.

I put these stuff on my desk and started to input every student's score. Thorough inputting the data, I found the current situation about second to six grade students' calculation ability. That was that I can't say "good result," unfortunately. The lower grade students seem not to be able to solve subtraction well. Also, more than about 80% of all students can't solve division and mix calculations such as (9-3)Ｘ5-2=28.

I went to our dormitory to have lunch. I prepared my stuff to cook the same thing as the day before yesterday's night, a miso soup, a grape fruit, and the noodles with an egg, a carrot, and seaweeds. They were good, and I'm going to cook the same stuff today.

I put these stuff on my desk and started to input every student's score. Thorough inputting the data, I found the current situation about second to six grade students' calculation ability. That was that I can't say "good result," unfortunately. The lower grade students seem not to be able to solve subtraction well. Also, more than about 80% of all students can't solve division and mix calculations such as (9-3)Ｘ5-2=28.

I went to our dormitory to have lunch. I prepared my stuff to cook the same thing as the day before yesterday's night, a miso soup, a grape fruit, and the noodles with an egg, a carrot, and seaweeds. They were good, and I'm going to cook the same stuff today.

That run was quite tough because I had to carry a lot of heavy stuff including the "Basic Operation Test" which was corrected by teachers from eight schools.

When I arrived before 7:30, I still couldn't stop sweating.

I put these stuff on my desk and started to input all the students' scores.

Thoroughly inputting the data, I eventually found the current situation for the calculation abilities of second to sixth grade students.

"thoroughly inputting the data" means you haven't finished yet and you are in the process of doing so.

I can't say they were "good results" unfortunately.

The lower grade students seemed to be unable to solve subtraction well.

Also, more than about 80% of all students can't solve division and mix calculations such as (9-3)Ｘ5-2=28.

I think your "mix calculations" is called "order of operations"

I prepared my stuff to cook the same thing as the dinner I made the day before yesterday; noodles with egg, carrots, and seaweeds with miso soup and a grape fruit.

They were good, and that's why I'm going to cook the same stuff today.

Generally if you can avoid saying "stuff" you should use the other word(s). "Stuff" is a slang when you don't know what something is called or you want to be lazy to say the actual things. I think a few of your usages were good, though a few felt a little unnatural.

Mom: What did you do for school today?

Son (does not enjoy this conversation): stuff...

Mom: Like what kind of "stuff"??

I put the stuff on my desk and started to input all of the students' scores.

Through inputting the data, I became aware of the current situation regarding the calculation abilities of students in grade 2 to 6.

Unfortunately, I can't say the results were "good."

a bit more natural

The lower grade students seem not to be able to solve subtraction problems well.

Also, over 80% of all students can't solve division or mixed calculations such as/like (9-3)Ｘ5-2=28.

I prepared the stuff needed to cook the same thing as the day before yesterday. Miso soup, a grapefruit, and the noodles with an egg, a carrot, and seaweeds.

It was good, so I'm going to cook the same stuff today.

In this case it might be more natural to say "I'm going to cook the same thing today."

As nebbie noted, "stuff" is quite casual, I would not use it in a formal letter or presentation.