Complete original fiction; no real participant, measurement, approval, local service or learner result
Whole source
Complete original still-image description: A wide invented workshop sketch contains three cabinet outlines. A second close-up frame includes only the left cabinet’s one bowl drawing and cuts the other cabinets out. The bowl is large at the centre of the close-up; the label CLOSE-UP is small above it. No cabinet contents beyond the drawn shapes are given. A caption says: This is the workshop’s only bowl. Draft guide, paragraph1: “The wide sketch includes three cabinets. The close-up includes the left cabinet’s bowl drawing and leaves the other cabinets outside.” Paragraph2: “A crop selects part of a picture. These drawings do not tell us the contents or bowl totals beyond the specified shapes.”
Eligibility and actual help
After actual first visual/purpose feedback and unrelated whole-source teaching, use the different wide-versus-close-up source only for taught eligible components; keep visual/textual access help in the record.
Keep actual source exposure, prompt, mode/help, exact own words, interval and intervening teaching. Models are teaching examples, not pupil results or official bands. Select taught eligible components; keep own first words before criteria/models.
C-later-1
Exact prompt: Explain one supplied framing or placement choice and what it may emphasise.
Original criterion: Names close-up excluding other cabinets/large centred bowl and plausible emphasis, without inventing an actual viewer result.
Worked response: The close-up makes one centred bowl large and removes the other cabinets, so it may emphasise that bowl.
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Original drawing-map pair: A wide fictional market sketch has four stall outlines; a close frame includes only one large sign in the upper centre. No reader was observed.
Child invitation: Explain the close frame’s choice and a possible emphasis.
Worked reasoning: The close frame shows a large sign and leaves other stalls outside, which may emphasise the sign without proving how every reader responds.
- Read/describe both complete frames and retain an own effect account.
- Model what is included/excluded and how upper-centre size may shape composition.
- Invite another own possible effect with no invented real market or viewer.
Observable next contribution: The own explanation connects the supplied framing/placement with a possible emphasis.
C-later-2
Exact prompt: Repair the only-bowl caption using what the wide and close frames actually establish.
Original criterion: Own repair reports one depicted close-up bowl while leaving unpictured contents/counts open; wide cabinets do not prove bowl totals.
Worked response: The close-up shows one bowl drawing in the left cabinet; it does not establish the workshop’s bowl total.
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Invented craft-book frames: A wide shelf drawing has two covered boxes. A close frame shows one lid design. No box contents are described. The caption says This is the only lid design anywhere.
Child invitation: Give the close-up a caption that keeps unseen designs open.
Worked reasoning: This frame shows one lid design; the source gives no total for other designs or box contents.
- Keep an own caption and point/direct to the specified drawing detail.
- Model the difference between one depiction and a total of unseen designs.
- Invite a new own bounded caption; do not reveal or fill imagined box contents.
Observable next contribution: The own caption avoids a universal total for unseen designs.
C-later-3
Exact prompt: Explain how the two guide paragraphs help a reader with different jobs.
Original criterion: Names identifying wide/close frames versus explaining the counting limit; connects the jobs rather than using length or decoration as criterion.
Worked response: The first helps readers identify the two frames. The second explains why cropping cannot establish the bowl total.
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Complete original pretend-zoo guide, paragraph1: “The toy-gate sketch has a label in a close-up frame. It identifies a make-believe gate.” Paragraph2: “The sketches give no real opening time or visit result. A reader planning a real visit would need actual service information.” No live animal task is proposed.
Child invitation: Tell a reader what each paragraph does and why both may be useful.
Worked reasoning: One paragraph identifies the model gate and label; the other prevents the drawing being mistaken for service information.
- Keep an own explanation before presenting the model.
- Match each whole paragraph to its reader job using the gate/visit distinction.
- Invite another own linked job account; keep real opening times unknown.
Observable next contribution: The own explanation connects model identification with the service-information limit.
C-later-4
Exact prompt: Propose a useful word or visual change for a reader, and give a reason connected to this source.
Original criterion: Own source-faithful proposal/reason improves or retains the distinction between frame and total; does not add unseen objects or require a forced edit.
Worked response: I would put close-up beside the caption so readers can see that one frame cannot count the whole workshop.
Complete unrelated next teaching
complete unrelated original ordinary teaching; not a held-source rehearsal, model student or observed result
Whole source: Fictional stamp-display drawing: One large label says COMPLETE COLLECTION above a frame containing one invented stamp. The record says no collection total was provided.
Child invitation: Choose a useful keep or change and say what misunderstanding it addresses.
Worked reasoning: Changing COMPLETE COLLECTION to ONE DRAWN STAMP keeps a reader from treating the frame as the whole collection.
- Retain an own keep/change decision and exact reason.
- Model one source-linked heading repair from the new stamp drawing.
- Invite a different own word/layout proposal; it remains a proposal until actually carried out.
Observable next contribution: The own reason addresses a supplied one-frame/total distinction, rather than decorative preference alone.