Summarize the following:
You should see a lever on each side of the drawer, right around the center of the track. These levers may either be straight or slightly curved. Their job is to prevent the drawer from being removed until they’re disengaged.  Be careful not to get your fingers caught in the overlapping tracks as you open the door. Full-extension slide tracks, which are often found on 12 in (30 cm) drawers, most often have straight tabs. Three-quarter-extension slide tracks, which are more common on 6 in (15 cm) box drawers, tend to have curved track levers. The best way to do this is to use your thumbs or forefingers to disengage the levers while supporting the drawer from the bottom with your remaining fingers. That way, you won’t drop the drawer if it comes off of its track unexpectedly.  Use your left hand to press the lever on the lefthand side of the drawer and your right hand to press the lever on the righthand side of the drawer Some track levers may need to be pulled up rather than pushed down. However, this configuration is somewhat rare. Continue sliding the drawer towards you, making sure to keep both levers disengaged. When it reaches the end of its tracks, it should lift straight out. Remove any subsequent drawers from the piece in the same manner. When you’re ready to put the drawer down, place it on a flat, sturdy surface.

summary: Open the drawer and identify the track levers along the outer walls. Press down on both levers simultaneously. Pull the drawer straight out while holding down the levers.


Summarize the following:
Add some salt and pepper to the potatoes according to your preference. Start with 2-3 dashes and taste them before adding more. Then, stir the pot or put the potatoes in a covered dish and shake it to distribute the butter, parsley, salt, and pepper. Scoop the potatoes out onto individual plates or bowls to serve them.

summary: Season your potatoes with salt and pepper to taste and shake them up.


Summarize the following:
and let the students see it. A rubric is used to assign numerical values to various criteria used to make up the letter grade, usually based on a scale of 100. To get a letter grade, you assign numerical values to each section and tally the score. Making the students aware of the rubric used will keep the process transparent and eliminate the idea that you pull arbitrary grades out of nowhere. A rubric, for example, might look like this:  Thesis and argument: _/40 Organization and paragraphs: _/30 Introduction and conclusion: _/10 Grammar, usage, and spelling: _/10 Sources and Citations: _/10 Let the students see a description of what an A means, what a B means, etc. Write your own according to your own specific criteria and emphasis for the class. Share it with the students so they can interpret the grade they receive. These are fairly standard designations, often worded like this:  A (100-90): Work completes all of the requirements of the assignment in an original and creative manner. Work at this level goes beyond the basic guidelines of the assignment, showing the student took extra initiative in originally and creatively forming content, organization, and style. B (89-80): Work completes all of the requirements of the assignment. Work at this level is successful in terms of content, but might need some improvement in organization and style, perhaps requiring a little revision. A B reveals less of the author’s original thought and creativity than A-level work. C (79-70): Work completes most of the requirements of the assignment. Though the content, organization, and style are logical and coherent, they may require some revision and may not reflect a high level of originality and creativity on the part of the author. D (69-60): Work either does not complete the requirements of the assignment, or meets them quite inadequately. Work at this level requires a good deal of revision, and is largely unsuccessful in content, organization, and style. F (Below 60): Work does not complete the requirements of the assignment. In general, students who put forth genuine effort will not receive an F. If you receive an F on any assignment (particularly if you feel you have given adequate effort), you should speak with me personally. Put the grade at the very end of the paper, after they've seen the rubric and your comments. Slapping a big letter grade at the top near the title will ensure that the student probably won't go through and read all the smart and helpful comments you've included. Some teachers like to hand out papers at the end of the day because they fear discouraging or distracting students during class time. Consider giving the students time to go through the papers in class and be available to talk about their grades afterwards. This will ensure that they read and understand your comments.
summary: Use a rubric Know or assign a description of each letter grade. Make the grade the last thing the student sees.