I don’t set word counts or number of pages as criteria for my students. I’d rather they give me a few well-developed ideas rather than a whole bunch of weak ones. Also, how old are Nancy and Sluggo supposed to be? A paper about the “theme” of a story seems a little advanced for grade schoolers
To be fair, hands are pretty hard to draw. Even Goya charged extra for hands
Soylent Green is made from PEOPLE
There’s no “I” in team, but there is in win!
“A hospital? What is it?” “It’s a big building with patients, but that’s not important right now.”
My concern here is that dropping a ball straight down will generally not cause it to then bounce away at a 45 degree angle.
“I know you can read MY thoughts, boy….meow meow meow meow meow meow …”
He knows the colour of money. Also, he looks like he’s in the ready stance to hit a cueball that’s already been hit and his nowhere near his cue
Most of what we in the teaching profession would term “misconceptions” are exactly what you describe, only on the students’ end. Not saying it can’t go the other way, of course, but then the students tend to call out the teacher on that.
Teacher’s misconceptions are mostly due to failures of perspective. A poor teacher will think that they way they learned is the only way to learn, period. Plus, judging students based on what they see vs. actually getting to know them. Some students don’t do their homework because their home life is a mess, some don’t do it because they are lazy. They can both be put into the same boat by a poor teacher.
I teach mainly science, so my experience is that I have to unlearn the students of a lot of things they’ve heard from whatever or whomever. Even the idea that a ball dropped from a moving car will roll in the direction the car is moving will have a few holdouts arguing the exact opposite no matter how many times you do the experiment.
The development of a BS Detector requires the removal of residual BS, basically.