Your lesson work here is overall decently done, albeit with some mixed results, which we'll talk about shortly. Looking at your form intersections to start however, you're doing quite well with handling the nature of the intersections themselves, and considering the relationships between them, though I did notice one issue that stood out. It seems you're having some trouble with your cylinders.

You're frequently running into issues like here and here where the application of hatching on one end suggests that it's facing towards the viewer, but the degree and scale of the ellipse suggests that it's the farther end that would be pointing away. Given that we did just come out of a challenge dedicated to cylinders, this is of some concern, and something you're going to want to devote some time to in order to identify why exactly you're falling back to this after having drawn so many.

Also, as a side note, you may want to give these notes on hatching, to better understand how it can be used effectively. Right now your use of it is rather experimental and arbitrary - nothing wrong with experimenting, but the information available there in the instructions should help clarify things.

Continuing onto your object constructions, first we're going to look at the cases where you are by and large doing really well (and why that is), then we'll look at the two main issues I'm seeing in your work.

Of the lot, this nokia phone was really well done. It stands out above the rest, and while you have some others that are similarly well done (like this and this, and even this hammer), the phone is definitely the best of the lot. The main thing about them is that they maintain a very high level of precision, which speaks to the core focus of this lesson.

Precision is often conflated with accuracy, but they're actually two different things (at least insofar as I use the terms here). Where accuracy speaks to how close you were to executing the mark you intended to, precision actually has nothing to do with putting the mark down on the page. It's about the steps you take beforehand to declare those intentions.

So for example, if we look at the ghosting method, when going through the planning phase of a straight line, we can place a start/end point down. This increases the precision of our drawing, by declaring what we intend to do. From there the mark may miss those points, or it may nail them, it may overshoot, or whatever else - but prior to any of that, we have declared our intent, explaining our thought process, and in so doing, ensuring that we ourselves are acting on that clearly defined intent, rather than just putting marks down and then figuring things out as we go.

In our constructions here, we build up precision primarily through the use of the subdivisions. These allow us to meaningfully study the proportions of our intended object in two dimensions with an orthographic study, then apply those same proportions to the object in three dimensions.

You have of course used those subdivisions in all of your constructions, but the first of the two major issues I wanted to call out is that for some of them, you've had a notably lower threshold at which you've stopped relying on pushing those subdivisions, and pushing that precision, falling back to eyeballing instead. The best example of this is the baby shoe. In all fairness, this was definitely an object that sits somewhere in between the kinds of organic subject matter we explored in previous lessons, and the more geometric stuff we tackle here, but all the same, it's quite visible that you started with a general bounding box, subdivided it once on each axis, and then used that box as more of a loose framework in which to simply jump in and draw the entirety of your shoe. This resulted in very weak relationships between the bounding box's structure and the shoe itself, and so rather than starting simple and gradually building up complexity in successive stages, you effectively drew a box, then drew a shoe independently of that box, in the same spot on the page.

Again - I want to fully recognize that no matter how you slice it, this shoe would be challenging, but it would be much better to move forward in small steps, establishing the basic primitives within the bounding box to establish the overall major masses, and then gradually refine them. Also, working with more flat planes and straight edges, as explained here, and only rounding them off towards the end would have been greatly beneficial.

Another strategy that would have worked well here is the one we employed in the computer mouse demo, of establishing distinct cross-sectional slices to capture the more organic, irregular profile of the object from different angles, and build up from there.

These are all things you did vastly better with the nokia phone, from starting with simple forms to working with flat surfaces and straight lines, and adding the rounded sections to them towards the end.

The other issue I wanted to call out is unfortunately one of an instruction that you appear to have missed. I'm not going to spend too much time on this, as there's really no need of it, but basically as shown here in this screenshot of the about your tools section, it clearly states that your drawings should be done with the same pen throughout the entire construction, and that using a different pen to trace over your marks is disallowed. Taking that one step further, in the many places where you did grab a thicker pen to trace back over your linework and create a "clean-up pass", in areas like this on your sunglasses, you seem to have thrown the basic principles of markmaking from Lesson 1 aside, and fallen back to chicken scratching.

Overall, while your results here are mixed and there is certainly plenty of room for improvement, I am going to mark this lesson as complete. You will find that the last lesson in the course is very similar to this one, except that it is vastly more demanding in terms of how much time, attention, and focus each construction is going to require of you. What you've shown here is that you're moving in the right direction and that you have the capacity to tackle those constructions correctly, but that you struggle with controlling the choice of how much time you put into a given construction, and how closely you follow the provided instructions.

That is ultimately for you to figure out. You've got one more challenge before you tackle the last lesson, but ultimately I do feel it important to warn you that the standards for that last lesson are inherently very high, because it serves to establish whether or not a student has completed the course as instructed. So, when you get there, be ready to give it your all, and more.