Write an article based on this "Decide on making a paper or fabric scroll. Put your artwork on the scroll. Discolor with coffee or tea. Finish the look. Assemble the scroll."
article: You can make both a paper and a fabric scroll look old and ancient. The choice depends on what you are doing with the scroll. For example, party invitations would be best as paper scrolls, but hanging art and gifts might be better as fabric scrolls. The process of making the scroll look old should be done prior to assembling the scroll. Paint, draw, or print your artwork on the scroll.  When you make the paper or fabric look old, some colors of your artwork may change. The best artwork color to use is black if you want an authentic antique look. Use a foam paintbrush to paint brewed black coffee or tea onto the fabric or paper. Coffee will be much darker than tea.  Dip the paintbrush in the coffee or tea and gently squeeze some excess out. Paint the coffee or tea all over. Use different stroke angles and different levels of saturation. Try not to make it uniform. Having some areas darker than others is good for achieving an antiquated look. A few steps can finish the antique look on your paper or fabric.  For paper, after putting the coffee on, you can put the paper in the oven at the lowest setting for about 5 minutes, or until it is dry. You can also carefully burn the edges of the paper by holding a candle up to the edge of the paper and then blowing it out before it burns too far in. Repeat this process around the perimeter of the paper.  For fabric, after the fabric has dried, cut the edges to fray them. This will only work with some types of fabric, like burlap. If you have a fabric that won't fray, try painting extra coffee or tea around parts of the edges to make them darker. When the fabric or paper is completely dry, you can begin to assemble the scroll.  Attach the dowels with glue or by sewing. Add embellishments like a hanging ribbon or wooden ornament on the dowels. Roll the scroll or hang it on the wall.

Write an article based on this "Follow the requirements of your assignment. Read the entire book. Take careful notes Create an outline. Intermix examples and quotations from the text. Don’t try to cover everything."
article: Read through the assignment sheet carefully and make note of any questions that you have. Raise your hand during class or talk with your teacher afterward to go over any concerns. Make sure that you know the required paper length, due date, and any formatting requirements, like double-spacing.  For example, you’ll need to find out if your teacher wants you to include citations, such as page numbers from the book, in your paper. It’s also a good idea to ask your teacher how much of your paper you should devote to summary versus analysis. Most book reports are direct summaries with only a few opinions mixed in. In contrast, a book review or commentary is more opinion-driven. This is the most important step. Before you even think about writing, sit down and read the text. Find a quiet place where you can concentrate on the book and nothing else. It helps to keep your paper in mind as you read, paying particular attention to any important plot points or characters.  Read in stretches with breaks in between to keep your attention sharp. Try to find a pace that is comfortable for you. If you get distracted after 15 minutes, read in 15-minute intervals. If you can go an hour, read for an hour at a time. Make sure to give yourself enough time to get through the entire book. It’s very difficult to write a book report if you’ve just skimmed over everything. Don’t trust online book summaries. You can’t guarantee that they are accurate or true to the text. when reading. Keep a pencil, highlighter, or sticky notes handy as you read. If you prefer to work with your phone or a computer, open up a work document and take all your notes there. If you find something that you are curious or confused about, mark it. When the author discusses a major plot point or character, do the same thing. Start identifying evidence and details that you can use in your report by bracketing or placing a note by quotations or good examples. For example, look for a sentence that clearly describes a main setting in the book, such as, “the castle was gloomy and made out of large black stones.” This should be a paragraph-by-paragraph listing of how your paper will be organized. Include what each paragraph will discuss and the details from the work that you’ll include. Expect that this outline might change a bit when you start writing. Writing often leads to its own realizations, so have a plan but be flexible.  When you are finished with your outline, go back through it to see if it makes sense. If the paragraphs don’t flow into one another, move them around or add/delete new ones until they do. Also, check to see if your outline covers all of the major elements of the book, such as the plot, characters, and setting. Outlining does take a bit of time, but it will save you time in the editing stage. Some people prefer to outline with pen and paper, while others just type up a list on the computer. Choose the method that works the best for you. As you construct your outline, try to pair any general points of summary with specific details from the book. This will show your teacher that not only have you read the book, you understand it. Vary your examples and keep your quotations brief. Be careful not to overuse quotes. If it seems like every other line is a quote, try to dial back. Aim to include a maximum of one quotation per paragraph. Quotes and examples should still take a backseat your summary. It’s just not possible to discuss every piece of the book thoroughly. So, don’t set yourself up for failure by trying to do this. Instead, make sure that your report includes the most important ideas and gives your reader a real feel for the book. For example, you’ll likely need to focus primarily on discussing the most important characters or the characters that appear most frequently in the text.

Write an article based on this "Note the intent. Note the target of criticism. Note tone of criticism. Note the lack of substance of advice. Be open to constructive criticism."
article:
Sometimes we get feedback we don’t want to hear. Whether from a classmate, a teacher, a coach, or a parent, criticism isn’t always “hating.” It’s meant to be constructive. There’s a big difference. Bullies abuse, hate, and tear down. That is “destructive criticism.” Constructive criticism, on the other hand, is meant to help us.  Intent is the big difference between these two kinds of criticism. Why is a person criticizing you? If they are trying to hurt you, to be cruel, or to just tear you down, it’s destructive. If a person gives criticism that points out your mistakes or faults, but also how you can improve, it is constructive. It still might hurt, but it is worth listening to. Say that your hockey teammate tells you, “You’re a terrible skater” or “You really suck out there.” These are examples of destructive criticism – “hating.” It would be constructive if your teammate had said, “You’re a weak skater. Try bending more at the knees and getting lower to the ice. You’ll get more power in your stride” Not only intent but the target of criticism is important in determining whether it is destructive or constructive. Destructive remarks target the individual – you. They are meant to attack you as a person. Constructive criticism does not do this. It focuses instead on your work, your skills, a concept, a process, or something else. It is impersonal.  Examples of destructive criticism include, “You’re stupid,” “What’s wrong with you?” “You’re doing this all wrong.” Note that the criticism attacks you and your personal worth. Examples of constructive criticism include, “Your writing sounds kind of stilted. Try to use simpler sentences,” or “You nearly hit that car. Always check your blind spot before changing lanes.” It can be hard to separate yourself from your work or other things that you love. Try not to take it personally. Someone who criticizes your writing, for example, is not attacking who you are as a person. They may just want to help you improve. How criticism is delivered is also important. Destructive and constructive criticism can both be harsh and difficult to hear. Tone is a key separator, however. A destructive critic usually takes a hurtful tone, maybe contempt, maybe mockery, or maybe just insults. Constructive critics may point out faults, but their tone is supposed to be cruel.  For example, a hater would say something along the lines of “Only an idiot would do it this way.” The tone is very personal, insulting, and hurtful. A constructive critic might take the same fault but express it more kindly: “This is wrong, but it’s a common mistake. What you could have done differently is...” Note that the tone is more impersonal and leads to a piece of advice. At heart, the advice is what most separates destructive from constructive criticism. The first aims only to tear down, without offering suggestions for the future. The second, on the other hand, is meant to offer advice and to help you improve.  A hater will never (or rarely) have suggestions for how you can improve, e.g. “That was pathetic!” or “Why did you waste your time on that?” Constructive criticism offers useful advice. For example, say you get a low grade on a paper and the comment, “It seems like you wrote this essay very fast. It is filled with errors. Always make sure to proofread!” This criticism may be blunt, but it offers genuine advice. Lots of people talk about “haters” when they get a piece of criticism. While there are lots of critics out there, we sometimes fall back on the word “hater” as a way to avoid confronting our own failures. In other words, we dismiss criticism when we “lack the self-awareness to critique and improve.” Criticism can be hard to hear. However, we sometimes need to hear the truth in order to grow. Don’t resist all criticism. Learn to tell constructive criticism from destructive criticism. Be open to criticism when it’s mean to help you.