Describe a pose, not a perfect body
Now put the words back into a whole person.
Use the lesson vocabulary to write an observation, a cue and an open question.
Choose one of the ten pose examples. Select a region, name the joint relationship, then separate what you can see from what you would need to ask.
Your task is to describe the displayed variation, not to judge a student's body. Compare your note with a model response, then revise anything that has become clearer.
Describe before interpreting
Begin with what is visible, then offer an invitation and leave room for a question.
This is a simplified learning diagram. It is not a reviewed anatomical illustration.
Warrior II
Fill in: "At the ___, I see ___." Then add: "A cue I might offer is ___." Finally: "I would ask ___." Reveal the sample only after writing or choosing to skip.
Look down at your own hands and describe what you see in three sentences, out loud, without using the word should.
Notice: Describing is a different act from correcting, and it is harder than it sounds.
This is noticing, not instruction. Move as little as you like, stop at any point, and watching instead of moving is a complete way to take part.
Can you distinguish an anatomical observation from a teaching invitation?
Pause before opening Practice. Say the distinction in your own words.
What have you described? What have you assumed?
Do not AI-grade free text or infer competence, injury risk or student diagnosis. Samples are authored learning aids, not records of the learner's body.