Turn the oven on to 450F (232C). Set a large oven-safe skillet in the oven on the middle rack. The skillet should become hot as the oven heats. Get out 1 1/2 pounds (680 g) of rockfish and use a sharp knife to cut the fish into 4 even serving-sized pieces. Pour 2 teaspoons (10 ml) of soy sauce into a small prep bowl. Dip a pastry brush in the soy sauce and brush it over each piece of the rockfish. Turn the pieces over and brush the other side of each piece. Place 3 shallow bowls or plates on your work surface. Place 1 lightly beaten egg in one bowl. Measure 1 cup (90 g) of panko breadcrumbs into the next bowl and add a large pinch of salt. Place 1/2 cup (60 g) of all-purpose flour in the other bowl. Lay each piece of rockfish in the bowl with the flour. Turn the pieces so they're completely coated. Lift them up and gently shake them to remove the excess flour. Dip the floured rockfish into the beaten egg so it's totally covered with the egg. Lift the pieces up and let the extra egg drip back into the bowl. Place the rockfish in the bowl with the panko breadcrumbs. Gently press the fish to coat both sides in the panko breadcrumbs. Use oven mitts to remove the hot skillet from the oven. Pour 2 (30 ml) of vegetable oil into the skillet and lay the fish in it so they're in a single layer. If your skillet isn't big enough to hold the fish in a single layer, you might have to bake the rockfish in 2 batches or use 2 skillets. Put the skillet back in the oven and bake the fish for 2 to 4 minutes. Cook the fish for less time if the pieces are thin. Turn the rockfish over and bake the fish for another 2 to 4 minutes. Remove the fish from the oven and ensure that it's cooked completely. The fish should flake easily if you brush a fork across the center. Serve the fish while it's still hot. You can refrigerate leftover rockfish in an airtight container for 3 to 4 days, but it will become soft as it's stored.
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One-sentence summary -- Preheat the oven and heat a skillet. Cut the rockfish and brush it with soy sauce. Set up a dredging station. Dip the rockfish in the flour. Coat the rockfish in the egg. Roll the rockfish in the panko breadcrumbs. Pour oil into the hot skillet and arrange the fish in the pan. Bake the rockfish for 4 to 8 minutes. Serve the crispy baked rockfish.

Sometimes called "higher" and "lower" concerns, it's important to prioritize major issues like content, creative thinking, and organization over more minor issues like grammar, usage, and spelling. These designations obviously depend upon many things, like the assignment, the grade-level of your students, and their individual concerns. If you're in the middle of a unit on comma usage, it's perfectly fine to call that a "higher" concern. But in general, a basic writing assignment should prioritize the higher concerns listed above. When you've got a stack of 50 or 100 papers to go through and another stack of quizzes to finish and lessons to plan it can be tempting to jump right in and start slapping Bs on everything. Resist that temptation. Read through each essay individually before marking anything. Look for the highest order of concerns first: Does the student address the prompt and fulfill the assignment effectively? Does the student think creatively? Does the student clearly state their argument, or thesis? Is the thesis developed over the course of the assignment? Does the writer provide evidence? Does the paper show evidence of organization and revision, or does it seem like a first draft? Getting an assignment back that looks like someone bled all over it can be a source of great anxiety in the life of a student. Some teachers argue that red asserts authority. While that may be true, there are other ways to assert your authority than pen color. Marking essays in pencil can suggest that the issues are easily fixable, keeping the student looking forward, rather than dwelling on their success or failure. Pencil, blue, or black pen is perfectly appropriate. Write comments, criticisms, and questions in the margins as neatly as possible. Find moments that the writer needs to clarify and circle them or underline them. Be as specific as possible when asking questions. "What?" is not a particularly helpful question to scrawl in the margin, compared to "What do you mean by 'some societies'?" When you've addressed the most important issues of the essay, its content, feel free to mark some lower-order concerns, like usage, grammar, and punctuation. Depending on the grade-level of the essays and the skill-level of your students, these may be more or less important. Typical proofreading marks include the following: = to start a new paragraph three underscores under a letter = to lowercase or uppercase the letter "sp" = word is spelled incorrectly word crossed out with a small "pigtail" above = word needs to be deleted Some teachers use the first page as a rule of thumb for marking later concerns. If there are sentence-level issues, mark them on the first page and then stop marking them throughout the essay, especially if the assignment needs more revision.
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One-sentence summary -- Learn the difference between major and minor errors. Read the paper through once without marking anything. Keep the red pen in your desk. Read through the paper again with your pencil ready. Proofread for usage and other lower-order concerns.

It doesn't matter which equation you decide to work with or even which variable you choose to solve for, as you should find the same solution no matter what. However, you do want to make the process as simple as possible. You should choose the equation that you think will be easiest to work with. For instance, if there is an equation where one of the coefficients is 1, such as x - 3y = 7, you would choose that as it will be easy to solve for 'x'. For example, let's say our equations are: x - 2y = 10 (equation A) and -3x -4y = 10 (equation B). You would choose to work with x - 2y = 10 because the coefficient of x in this equation is 1. Solving for x in equation A would meaning adding 2y to both sides. Therefore, x = 10 + 2y. For this step, you will need to insert (or substitute) your solution for 'x' into the other solution that you did not work with. This will allow you to find the other variable, in this case 'y'. Let's try it: Insert the 'x' of equation B into equation A: -3(10 + 2y) -4y = 10. You can see that we have taken 'x' out of the equation and inserted what 'x' equals. Now that you have removed one of the variables from the equation, you can solve for the other variable. This is is simply solving a regular one-variable linear equation. Let's solve ours: -3(10 + 2y) -4y = 10 so -30 -6y -4y = 10. Combine the y's: -30 - 10y = 10. Move the -30 over to the other side: -10y = 40. Solve for y: y = -4. To do this, plug your findings for 'y', or the first variable, into one of the equations. Then solve for the other variable, in this case 'x'. Let's try it: Solve for 'x' in equation A by plugging in y = -4: x - 2(-4) = 10. Simply the equation: x + 8 = 10. Solve for x: x = 2. Plug both of the variables into each equation to make sure that they create true equations. Let's see if ours work: Equation A: 2 - 2(-4) = 10 is TRUE. Equation B: -3(2) -4(-4) = 10 is TRUE.
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One-sentence summary --
Begin by solving one equation for either variable. Substitute your findings in Step 1 into the other equation. Solve for the other variable. Solve the second variable. Double check that the variables you have found work for both equations.