Overall you've done a pretty good job - your linework is confident and smooth, you're making good use of the principles of the ghosting method (in terms of planning and thinking through your marks, then preparing, and finally executing with purpose and without hesitation), and you're fastidiously analyzing your results after the fact with the various error checking techniques we employ.
There are a couple things that couple be improved upon however.
Firstly, I noticed that you didn't delve too much into especially dramatic foreshortening through the first section of this challenge. As shown here in the assignment section, I did want to see more variety, specifically because seeing more dramatic foreshortening allows me to identify certain issues more easily. Fortunately there were a few cases where you employed more convergence for those side edges - 91 for instance is a good example.
The issue I generally keep an eye out is cases where students have the two shifts/changes that occur from the ellipse closer to the viewer to the ellipse farther away apply at different rates. So basically, cases where foreshortening seems more dramatic if you look at the scale shift (with the far end being much smaller than the closer end), but if you look at the degree shift, the foreshortening seems more shallow (with the two ends sharing a more similar proportional width). Fortunately I'm not seeing these issues in your work - you generally keep those relationships consistent, with both either suggesting more dramatic foreshortening or shallower foreshortening. Of course, I'm working off the majority of these being of relatively shallow foreshortening, so I offered the explanation anyway just in case this was something you weren't completely aware of.
Continuing onto your cylinders in boxes, your work her is looking especially tidy. 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.
In all of these regards, you're doing a good job, and your sense of those proportions is coming along very well. I have just one small thing to recommend to continue getting the most out of this exercise. Right now you're extending both minor axes, but the extension is fairly minimal, which can make it somewhat more difficult to really judge whether they're both converging consistently with the box's own edges. Be sure to extend both minor axis lines all the way back, to help make this analysis easier.
So! I'll go ahead and mark this challenge as complete.
Next Steps:
Feel free to move onto lesson 6.
A lot of my students use these. The last time I used them was when I was in high school, and at the time I felt that they dried out pretty quickly, though I may have simply been mishandling them. As with all pens, make sure you're capping them when they're not in use, and try not to apply too much pressure. You really only need to be touching the page, not mashing your pen into it.
In terms of line weight, the sizes are pretty weird. 08 corresponds to 0.5mm, which is what I recommend for the drawabox lessons, whereas 05 corresponds to 0.45mm, which is pretty close and can also be used.
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