No worries - we're well familiar with imgur's tendency to think it knows how to arrange images better than the humans uploading them, but ultimately critiquing work hosted on imgur is still by far easier than any other platform, due to how we can just scroll back and forth, seeing everything at a large size.

So! Jumping right into your cylinders around arbitrary minor axes, these are by and large looking fairly well done:

• You're doing a good job of drawing your ellipses and keeping them confident and evenly shaped. Later into the set I am noticing some, like on this page, which get a little wobbly. Be sure to always execute these ellipses from your shoulder, engaging your whole arm. It's clear that you are fully capable of doing this well, you may simply be getting a little tired and sloppy this far in.

• Your side edges are straight and smooth, suggesting good use of the ghosting method (or at least respect for approaching each mark in stages, committing adequate time for planning/preparation before a confident execution).

• You've included a decent range of foreshortening here - while I would have liked to see some more cases of dramatic foreshortening, there were at least a few in there.

• You're doing a great job of picking up on even fairly minor alignment discrepancies when checking those "true" minor axes, which is great for avoiding plateauing once you hit a "good enough" level of comfort with this.

One of the reasons we ask for a variety of rates of foreshortening is because I want to see if the student generally understands - be it consciously or instinctually - how the different "shifts" from one end to the other (one being the shift in scale where the far end is smaller than the closer end, and the other being the shift in degree where the farther end gets wider) operate with one another. The crux of it is that those shifts have to occur in tandem.

This is because both are manifestations of foreshortening, and therefore if the scale shift suggests, by having a more dramatic change from one end to the other, that the form has more foreshortening applied to it (and therefore more of its length exists in the "unseen" dimension of depth, and thus is longer than it appears on the page), then the shift in degree should also match that. In your work, I do see cases where you seem to understand this, but there are others where I'm not sure. Looking at this page for instance, the top-right example has some foreshortening applied to it, but the ellipses seem to be roughly the same degree, which isn't correct. Conversely, the bottom right example as well as the bottom left example seem to have degree shifts that are more proportionate to their scale shifts.

If you weren't entirely conscious of this, then hopefully my explanation will solidify that grasp.

Moving onto the cylinders in boxes, these are progressing nicely as well. This exercise is really all about helping develop students' understanding of how to construct boxes which feature two opposite faces which are proportionally square, regardless of how the form is oriented in space. We do this not by memorizing every possible configuration, but rather by continuing to develop your subconscious understanding of space through repetition, and through analysis (by way of the line extensions).

Where the box challenge's line extensions helped to develop a stronger sense of how to achieve more consistent convergences in our lines, here we add three more lines for each ellipse: the minor axis, and the two contact point lines. In checking how far off these are from converging towards the box's own vanishing points, we can see how far off we were from having the ellipse represent a circle in 3D space, and in turn how far off we were from having the plane that encloses it from representing a square.

One thing that especially stood out to me was the fact that you caught the minor axes which had gone particularly awry in number 250. While sure, the proportions of that box were off (leading to the minor axes being off) what matters most to me is that you caught it. Many students in that situation would end up missing the mistake altogether, because there is a tendency to assume a certain amount of correctness.

So! All in all, your work is coming along quite well. I'll go ahead and mark this lesson as complete.