The writer effectively structures the body paragraph to develop the central idea that fairy tales are important by using a combination of evidence, analysis, and transition words to support the main point.
In the first sentence, the writer states the central idea that fairy tales are important. Then, the writer provides evidence by giving examples of how fairy tales have been used throughout history to teach important life lessons and convey cultural values. This evidence is supported by the analysis of how fairy tales are not just for children, but also for adults who can learn from the timeless lessons contained within them.
Next, the writer uses transition words to connect each piece of evidence and analysis to the main point. These transition words, such as "in addition," "furthermore," and "moreover," help to clearly show the relationship between each supporting point and the main idea.
Finally, the writer concludes the paragraph by restating the main point and summarizing the supporting evidence. This helps to reinforce the central idea and leave a lasting impression on the reader.In summary, the writer effectively structures the body paragraph by using evidence, analysis, and transition words to support the main idea that fairy tales are important.
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I NEED HELP INSTANTLY GIVING BRAINILIEST
needs to be at least 5 paragraphs
You and nine peers have been selected to apply for an important college scholarship. Only one student will be awarded the scholarship. You have been asked to write a brief essay to the scholarship committee in which you share an important event in your life that significantly changed you, your view about life, your life goals, or your character for the better. Apply narrative techniques, a solid prewriting strategy, and creative sentence patterns to share your story and stand apart from other applicants.
Answer:
Growing up, I always thought I had everything figured out. I had a clear path in mind for my future, with a specific career in mind and a set of goals to achieve. But that all changed when I faced a significant event in my life that changed everything. It was a sudden and unexpected event that shook me to my core, and I realized that I needed to reevaluate my life and my goals.
It was the passing of my grandfather that had the most significant impact on me. He had always been a significant figure in my life, and losing him was like losing a part of myself. It was a tough time for my family and me, and I found myself struggling to cope with the loss. But it was during this time that I began to reflect on my own life and the path I was on.
I realized that my priorities were all wrong. I was so focused on my career and achieving my goals that I had neglected the things that truly mattered in life – my family, my friends, and my happiness. It was then that I decided to make a change. I started spending more time with my loved ones, doing things that made me happy, and focusing on the present rather than always looking towards the future.
This event not only changed my view on life but also my character. I became more empathetic towards others, realizing that everyone is going through their own struggles. I also learned to appreciate the little things in life and to be grateful for what I have. These changes have made me a better person, and I know that my grandfather would be proud of the person I am today.
In the future, I hope to use these newfound values and perspectives to achieve my goals in a more balanced and fulfilling way. I want to pursue my career while also maintaining the important relationships in my life and enjoying the journey along the way. I know that I have a lot to learn and a lot of growing to do, but I am excited to see where this new outlook on life takes me.
In conclusion, the passing of my grandfather was a significant event in my life that changed me for the better. It taught me to value the things that truly matter in life, be grateful for what I have, and enjoy the present moment. I am grateful for this experience, and I know that it has prepared me well for whatever challenges lie ahead.
Which were likely influences on early American literature? Check all that apply.
Early American literature was influenced by a variety of factors, including historical events, cultural traditions, religious beliefs, and literary styles. These influences helped to shape the themes, styles, and values that characterized early American literature.
Early American literature was influenced by a variety of factors, including historical events, cultural traditions, religious beliefs, and literary styles. These influences shaped the themes, styles, and values that characterized early American literature. Below are some of the likely influences on early American literature: Historical events: Early American literature was influenced by the historical events that shaped the nation's early years.
These events include the exploration and settlement of the New World, the American Revolution, and the development of the United States as a new nation. Cultural traditions: Early American literature was also influenced by the cultural traditions of various groups that lived in the colonies. These groups included Native Americans, African Americans, and European settlers, each of whom brought their own cultural traditions and beliefs to the new world.
Religious beliefs: Religion played a significant role in the lives of many early American writers. Puritanism, for example, was a dominant religious force in the early colonies and influenced the literature of the time. Literary styles: Early American literature was also influenced by the literary styles of Europe. The works of Shakespeare, for example, were popular in the colonies, and many early American writers imitated his style.
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Select the correct text in the passage.
Which paragraph helps refine the idea that an assault on democracy anywhere is an assault on democracy everywhere?
(7) While the Napoleonic struggles did threaten interests of the United States because of the French foothold in the West Indies and in Louisiana, and while we engaged in the War of 1812 to vindicate our right to peaceful trade, it is nevertheless clear that neither France nor Great Britain, nor any other nation, was aiming at domination of the whole world.
(8) In like fashion from 1815 to 1914-- ninety-nine years-- no single war in Europe or in Asia constituted a real threat against our future or against the future of any other American nation.
(9) Except in the Maximilian interlude in Mexico, no foreign power sought to establish itself in this Hemisphere; and the strength of the British fleet in the Atlantic has been a friendly strength. It is still a friendly strength.
(10) Even when the World War broke out in 1914, it seemed to contain only small threat of danger to our own American future. But, as time went on, the American people began to visualize what the downfall of democratic nations might mean to our own democracy.
The paragraph that helps refine the idea that an assault on democracy anywhere is an assault on democracy everywhere is: (10) Even when the World War broke out in 1914, it seemed to contain only a small threat of danger to our own American future. But, as time went on, the American people began to visualize what the downfall of democratic nations might mean to our own democracy.
In this paragraph, the author discusses the initial perception of the World War that started in 1914. The war was viewed as not posing a significant threat to the American future. However, as time passed, the American people started to understand the potential implications of the downfall of democratic nations on their own democracy. This suggests that the author is linking the fate of democracies worldwide to the security and preservation of American democracy.
The paragraph emphasizes the interconnectedness of democracies and how the failure of democratic nations during the World War raised concerns about the well-being and stability of democracy in the United States. It highlights the growing realization that any assault on democracy in one part of the world can have ripple effects and implications for democracies everywhere.
In summary, paragraph (10) refines the idea that an assault on democracy anywhere is an assault on democracy everywhere by discussing how the perception of the World War changed over time, leading to an understanding of the potential impact on American democracy.
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9:58
signment Active
Analyzing Narrative Technique and Purpose
By early afternoon, it is 105 degrees. Enrique's palms
burn when he holds on to the hopper. He risks riding
no-hands. Finally, he strips off his shirt and sits on it.
The locomotive blows warm diesel smoke. People
burn trash by the rails, sending up more heat and a
searing stench. Many migrants have had their caps
stolen, so they wrap their heads in T-shirts. They
gaze enviously at villagers cooling themselves in
streams and washing off after a day of fieldwork and
at others who doze in hammocks slung in shady
spots near adobe and cinder-block homes. The train
cars sway from side to side, up and down, like
bobbing ice cubes.
Previous Activity
41
-Enrique's Journey,
Sonia Nazario
O
Which narrative technique does the author include in
this passage?
How does this technique support the author's
purpose?
The narrative technique that the author includes in this passage is imagery. This technique supports the author's purpose by enabling the reader to vividly visualize the difficult circumstances the migrants face during their journey.
Image is the technique of using vivid and descriptive language to evoke sensory experiences that enable the reader to create mental images. In the passage, Sonia Nazario employs imagery to paint a picture of the unbearable heat the migrants are subjected to during their journey through the desert. The description of the intense heat is emphasized throughout the passage
. The author also describes the various ways in which the migrants try to cope with the heat, such as riding no-hands, wrapping their heads in t-shirts, and sitting on their shirts. The author's use of sensory imagery draws the reader into the story, enabling them to empathize with the migrants' difficulties as they journey through the desert. In this way, the narrative technique supports the author's purpose of highlighting the perils and hardships that migrants face during their journey to the United States.
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The author uses descriptive imagery to create a vivid picture of the harsh conditions experienced by migrants. This technique supports the author's purpose to provoke empathy and understanding about their struggles.
Explanation:In this passage, the author, Sonia Nazario, uses descriptive imagery as the main narrative technique. She provides detailed descriptions of the environment, the heat, the people, and the train ride, which all work together to create a vivid impression of the harsh conditions experienced by Enrique and the other migrants. The author's purpose is to provoke emotional responses and to promote empathy, understanding, and awareness about the struggles of migrants. This is achieved through the use of descriptive imagery which allows the readers to 'see', 'feel', and 'smell' the environment and circumstances that Enrique is experiencing.
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The lecture suggests, in giving a persuasive speech, that we should keep in mind all of the following except ______________________. a. articulation b. stance c. pronunciation d. volume
Answer:
The lecture suggests, in giving a persuasive speech, that we should keep in mind all of the following except stance
Explanation:
as an out going prefect write on the topic : the challenges of prefect ship(not less than 450)
Being a prefect comes with a lot of challenges. Time management, role modeling, decision-making, conflict resolution, and pressure to perform are some of the major challenges that you may face. However, being a prefect can also be a very rewarding experience, as it allows you to develop leadership skills, build relationships, and make a positive impact on your school community.
As an outgoing prefect, the challenges of prefect ship are numerous and demanding. There are a lot of expectations placed on prefects, and they are held to a high standard. The following are some of the challenges that come with being a prefect:
Time management: As a prefect, you are required to balance academic responsibilities and your duties as a school leader. Being able to balance your time effectively will be a major challenge.
Role modeling: As a leader, you are required to serve as a role model for other students in the school. This requires you to exhibit exemplary behavior, even when nobody is watching.
Decision-making: Prefects are often tasked with making decisions that will impact the school community. This can be challenging because you need to consider the needs and opinions of all stakeholders.
Conflict resolution: As a leader, you will be called upon to help resolve conflicts between students. This can be difficult, as it requires you to remain neutral while trying to find a solution that is satisfactory to all parties involved.
Pressure to perform: Prefects are held to a high standard, and there is a lot of pressure to perform. This can be challenging, as it requires you to consistently meet or exceed expectations.
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Shoulder your duds dear son, and I will mine, and let us hasten forth,
Wonderful cities and free nations we shall fetch as we go.
In this quotation, the first stanza has a different style from the second section. What does this suggest about Whitman’s overall style in the poem?
Walt Whitman is well-known for his unconventional, free-verse style of poetry. In "Song of the Open Road," the first stanza and the second section both demonstrate Whitman's free-verse style, but in different ways.
The first stanza of "Song of the Open Road" starts with "Afoot and light-hearted I take to the open road, / Healthy, free, the world before me, / The long brown path before me leading wherever I choose." In this stanza, Whitman is describing his mindset as he sets out on his journey. He is carefree, open to whatever comes his way, and ready for adventure. The style of the first stanza is much more casual than that of the second section, with lines that are uneven in length and rhythm. This casual, free-flowing style reflects Whitman's own attitude towards life and travel.
The second section of "Song of the Open Road" starts with "You road I enter upon and look around, / I believe you are not all that is here, / I believe that much unseen is also here." In this section, Whitman is reflecting on the road itself, as well as the things that he will encounter along the way. The style of the second section is more structured than that of the first stanza. The lines are shorter and more precise, with a more regular rhythm. This reflects Whitman's more contemplative mood as he reflects on the journey ahead.
Despite the differences in style between the first stanza and the second section, both demonstrate Whitman's free-verse style of poetry. This style is characterized by its irregular rhythms and line lengths, as well as its use of free-form imagery. Whitman's free-verse style was groundbreaking in his time, and his influence can be seen in the work of many modern poets.
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what are the some of the ways in which you communicate during the lockdown do you think there were sufficient
type in 60 words
Answer:
During the lockdown, people have relied on various communication methods to stay connected. These include video calls, messaging apps, social media, emails, and phone calls. While these methods have helped maintain communication, the sufficiency can vary depending on individual needs and circumstances. Some may find these means adequate, while others may face challenges due to limited access or technological barriers. Overall, the effectiveness of communication during the lockdown varies for different individuals.
Explanation:
What do the words to Bayonne where I can breathe I said I can’t breathe here suggest about grant
The phrase “to Bayonne where I can breathe I said I can’t breathe here” is used in the poem “Incident” by Countee Cullen, which suggests the speaker’s desire to leave the place where he was and go to Bayonne where he can breathe.
It is a metaphor that refers to a more peaceful and less oppressive environment, where the speaker can enjoy some sense of freedom from the stress and anxiety he experienced in the other place. Incident by Countee CullenThe poem “Incident” by Countee Cullen tells the story of a young African-American boy who, while walking down the street in Baltimore, Maryland, is taunted by a group of white boys. The poem explores the theme of racism and its effects on individuals and society as a whole.
The speaker, who is the young boy, feels angry, sad, and helpless as a result of the incident. He feels trapped in a place where he can’t breathe and is unable to express his feelings openly. The phrase “to Bayonne where I can breathe I said I can’t breathe here” suggests that the speaker wants to escape the oppressive environment and go to a place where he can feel more at ease.
Bayonne is a city in New Jersey that is located near the ocean. The speaker’s desire to go there suggests that he wants to be near the water, which is a symbol of life, hope, and freedom. The ocean represents a vast and open space where the speaker can feel free to be himself and express his feelings openly without fear of being judged or discriminated against. The phrase “I can’t breathe here” is repeated several times in the poem, which echoes the last words of George Floyd, a Black man who was killed by a white police officer in Minneapolis, Minnesota, in May 2020. Floyd’s death sparked protests and civil unrest in the United States and around the world and highlighted the issue of police brutality and racial injustice.
The poem “Incident” by Countee Cullen is a powerful reminder of the impact of racism on individuals and society as a whole. The phrase “to Bayonne where I can breathe I said I can’t breathe here” is a metaphor that suggests the speaker’s desire to escape the oppressive environment and go to a more peaceful and less stressful place. The poem encourages readers to reflect on the issue of racism and its effects on individuals and society and to work towards creating a more just and equitable world.
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continuously early
extremely
healthily patiently quickly
regularly peacefully
calmly
To become a good football player, you have to start practising
in your youth.
2. A very good piece of advice is to live
and not let yourself
be upset about every little thing.
3. You must eat
and wake up in
a good mood.
4. Every day you should train
5. Remember to act
spend nights
come
6. You must train very hard and
an
good player.
for about two hours.
because the best results don't
if you want to become
1. To become a good football player, you have to start practicing regularly in your youth.
2. A very good piece of advice is to live calmly and not let yourself be upset about every little thing.
3. You must eat healthily and wake up in a good mood.
4. Every day you should train patiently and extremely hard for about two hours.
5. Remember to act quickly, spend nights peacefully, and come to practice early.
6. You must train very hard and continuously if you want to become an excellent player.
In these sentences, various adverbs are used to provide additional information about how the actions should be performed to achieve the desired outcome. These adverbs modify the verbs and provide details about the manner or frequency of the actions.
1. "Regularly" emphasizes the need for consistent practice in youth to become good football player.
2. "Calmly" suggests maintaining a composed and unruffled demeanor, and not letting small things bother you.
3. "Healthily" indicates the importance of maintaining a nutritious diet and starting the day with a positive mindset.
4. "Patiently" and "extremely" emphasize the intensity and dedication required during training sessions.
5. "Quickly" highlights the need for swift decision-making on the field, "peacefully" suggests a relaxed mindset during restful nights, and "early" emphasizes punctuality for practices.
6. "Very hard" and "continuously" stress the level of effort and consistent commitment necessary to become an outstanding player.
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Which statement best traces the development of a
central idea from one paragraph to the next?
O The first paragraph describes different groups of
Americans. The second paragraph discusses what
unifies them.
The first paragraph describes ideals shared by most
Americans. The second paragraph describes how
these ideals sometimes differ.
O The first paragraph describes immigrant groups. The
second paragraph discusses native-born Americans.
O The first paragraph describes America during
peaceful times. The second paragraph discusses
America during times of war.
Answer:
The first paragraph describes different groups of Americans. The second paragraph discusses what unifies them.
Explanation:
Hope this helps!
Select the correct answer.
Which type of detail is least likely to convey an author's point of view in a personal narrative?
OA.
OB.
O C.
O D.
response to an experience
interactions with others
thoughts or speech
objective facts and figures
Answer:
D
Explanation:
According to Hudson (Chapter 14), which of the following statements is NOT true?
Group of answer choices
The US automobile industries suffered from reduced demand around the same time that the steel industry suffered from similar problems
One of Henry Ford’s innovations was the branch automobile assembly plant
The first automobiles were manufactured in Europe
Henry Ford invented the internal combustion engine
As the Detroit automakers grew, they outright bought the smaller companies which made specialized parts for them
According to Hudson (Chapter 14), "the first automobiles were manufactured in Europe" statements is NOT true. So the correct option is C.
In the western part of the borough of Manhattan, there is a tiny neighbourhood called Hudson. It is situated north of Midtown Manhattan and south of Washington Heights. The Hudson River, West Street, and West 59th Street form the city of Hudson's western, southern, and northern boundaries, respectively.
The Downtown core and the waterfront sector are the two distinct sections of the area. Due to its proximity to Midtown and Downtown Manhattan, Hudson, which was once a working-class area, is currently undergoing gentrification.
Young professionals and artists frequent the area, which has a thriving restaurant and entertainment scene centered around the West 14th Street corridor. So the correct option is C.
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Throughout the novel, Santiago's recurring thoughts of returning to life as a shepherd represent
Question 21 options:
the human tendency to seek the familiar when we are afraid.
the pitfalls we encounter in pursuit of our goals.
Santiago's ability to pursue multiple paths simultaneously.
how our subconscious desires become known to us when the time is right.
Option A. the human tendency to seek the familiar when we are afraid.
Santiago's recurring thoughts of returning to life as a shepherd in the novel represent the human tendency to seek the familiar when we are afraid. Santiago embarks on a journey to pursue his personal legend, but along the way, he faces numerous challenges and uncertainties. As he encounters difficulties and risks, he often finds himself longing for the familiar and comfortable life he had as a shepherd. These recurring thoughts reflect his fear of the unknown and his instinctive desire to retreat to a familiar and safe environment.
This theme resonates with many people's experiences in real life. When faced with uncertainty, danger, or unfamiliar situations, it is common for individuals to yearn for the familiar and comfortable. It provides a sense of security and control, offering temporary relief from the anxieties and challenges of the unknown.
However, Santiago's journey also teaches him the importance of embracing change and stepping out of his comfort zone. As the story progresses, he gradually learns to overcome his fear and continue pursuing his personal legend, ultimately realizing that growth and fulfillment lie outside the boundaries of familiarity.
Therefore, option A best captures the significance of Santiago's recurring thoughts of returning to life as a shepherd in relation to the human tendency to seek the familiar when we are afraid.
What do u need to be an active reader
Answer:
Active reader essentials:
Want to read
Enthusiastic
What's a gerundial noun
Read the excerpt from T.S. Eliot’s "Preludes." Which form of poetry is used?
The winter evening settles down
With smell of steaks in passageways.
Six o’clock.
The burnt-out ends of smoky days.
And now a gusty shower wraps
The grimy scraps
Of withered leaves about your feet
And newspapers from vacant lots;
The showers beat
On broken blinds and chimney-pots,
And at the corner of the street
A lonely cab-horse steams and stamps.
And then the lighting of the lamps.
A.
fixed form
B.
closed form
C.
free verse
D.
blank verse
The form of poetry used in the excerpt from T.S. Eliot's "Preludes" is C. free verse.
Free verse is a form of poetry that does not adhere to a specific structure or rhyme scheme. It allows for more flexibility in terms of line length, rhythm, and stanza organization.
In the given excerpt, there is no consistent rhyme scheme or meter observed. The lines vary in length, and there is no regular pattern or structure. The absence of a strict rhyme scheme and metrical pattern indicates that the poem is written in free verse.
Free verse often aims to capture the natural rhythms of everyday speech and thought, providing the poet with greater freedom to express ideas and emotions without the constraints of traditional poetic forms. Eliot's use of free verse in "Preludes" allows him to evoke the sensory and atmospheric details of an urban setting, using vivid imagery and descriptive language.
By employing free verse, Eliot creates a sense of modernity and reflects the fragmented and disjointed nature of urban life in his poem. The lack of a fixed form or strict rhyme scheme contributes to the overall tone and theme of the poem. Therefore, Option C is correct.
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What surprising result did the researchers find about how much respondents prioritize individual interests over the needs of the group
The researchers found that people tend to prioritize the needs of the group over their individual interests when they feel a sense of social responsibility and belongingness.
In a study conducted by researchers at the University of Pennsylvania, they investigated how much people prioritize individual interests over the needs of the group. The surprising result they found was that people tended to prioritize the needs of the group over their individual interests. A total of 360 participants were divided into 72 groups, and each group was given a task to complete.
In each group, there was a “hidden profile” that contained important information that was needed to complete the task. The researchers found that participants tended to share information about the hidden profile with the group, even if it meant sacrificing their individual interests. The researchers were surprised by this result because previous studies had suggested that people tend to prioritize their individual interests over the needs of the group.
However, this study found that people were more likely to act in the interest of the group when they felt a sense of social responsibility and belongingness. They were more motivated to work together as a team and help the group succeed rather than focusing solely on their individual interests.
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Drag each tile to the correct box.
Match the sentence to the correct type of rhetorical appeal.
ethos
logos
pathos
Numerous studies support what each of us already
knows: we waste weeks of instruction at the
beginning of each year to review old material.
arrowRight
As a teacher at this school for five years, I know our
community well enough to say with confidence that
a year-round schedule for our students would have
enormous benefits.
arrowRight
Instead of being bored out of our minds by the end
of the summer break, wouldn’t it be wonderful to
have short but substantial breaks throughout the
year?
In the given sentences, each sentence is using a different type of rhetorical appeal. Here's how each sentence matches with the type of rhetorical appeal:
1. "Numerous studies support what each of us already knows: we waste weeks of instruction at the beginning of each year to review old material." - This sentence is an example of logos, which means the appeal to logic or reason. Here, the author uses the evidence of numerous studies to support their argument.
2. "As a teacher at this school for five years, I know our community well enough to say with confidence that a year-round schedule for our students would have enormous benefits." - This sentence is an example of ethos, which means the appeal to ethics or credibility. Here, the author establishes their credibility by mentioning their experience as a teacher at the school.
3. "Instead of being bored out of our minds by the end of the summer break, wouldn’t it be wonderful to have short but substantial breaks throughout the year?" - This sentence is an example of pathos, which means the appeal to emotions.
Here, the author appeals to the reader's desire for a more enjoyable and less boring summer break by using emotional language such as "bored out of our minds" and "wonderful."Overall, the author of these sentences uses different types of rhetorical appeal to persuade the reader of their argument. By using logic, credibility, and emotions, the author can effectively make their case and convince the reader of the benefits of a year-round school schedule.
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Click to read "I Am Offering this Poem" by Jimmy Santiago Baca. Then
answer the question.
Jimmy Santiago Baca grew up in the American Southwest. His parents
abandoned him as a boy and he lived in an orphanage. He ran away, fell into
dangerous habits, and spent five years in prison.
How might these experiences most likely have influenced his poem "I Am
Offering this Poem?"
OA. He was determined to get an education and wanted to spread that
hope to others.
OB. He learned to live off of the land to survive.
OC. He wanted to offer readers a simple message of love that didn't
depend on having material things.
O D. He developed a close relationship with nature that all can share.
The experiences Jimmy Santiago Baca went through growing up in the American Southwest may have influenced his poem "I Am Offering this Poem" in various ways is option C. He wanted to offer readers a simple message of love that didn't depend on having material things.
Baca was abandoned by his parents when he was a young boy. He lived in an orphanage, from where he ran away, fell into dangerous habits, and ended up serving time in prison for five years. These life experiences could have made him appreciate life's simple pleasures, particularly love, which he offers in his poem. Baca is trying to communicate that love does not have to be materialistic but that it should be felt in the heart.
Baca is sending a message in his poem that one can express one's love without material things such as money or gifts and that love is more than that. The poem could be seen as Baca's attempt to share his personal experiences with readers and inspire them to appreciate love in all forms.
In conclusion, Jimmy Santiago Baca's life experiences may have influenced his poem "I Am Offering this Poem" by inspiring him to offer readers a simple message of love that didn't depend on having material things. Therefore the correct option is C
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Manuel is preparing for a group discussion about
Adichie's use of rhetorical strategies. Read the excerpt
from "The Danger of a Single Story" by Chimamanda
Ngozi Adichie.
Power is the ability not just to tell the story of another
person, but to make it the definitive story of that person.
The Palestinian poet Mourid Barghouti writes that if you
want to dispossess a people, the simplest way to do it is
to tell their story and to start with, "secondly." Start the
story with the arrows of the Native Americans, and not
with the arrival of the British, and you have an entirely
different story.
Which question would be best for Manuel to ask about
ethos?
How does ethos support Adichie's purpose?
Does the ethos connect with the audience?
Is ethos more impactful than logos in this passage?
O Why does Adichie use ethos rather than pathos?
The best question for Manuel to ask about ethos in relation to Adichie's passage would be doing the ethos connect with the audience. Here option B is the correct answer.
Ethos is one of the three rhetorical appeals, along with pathos and logos. It deals with establishing the credibility, trustworthiness, and authority of the speaker or writer. In this case, Manuel would be examining how Adichie's use of ethos connects with the audience.
In the given excerpt, Adichie indirectly appeals to ethos by referring to the Palestinian poet Mourid Barghouti's perspective. By incorporating the perspective of another writer, Adichie enhances her own credibility and authority on the topic of storytelling and power.
She is not just presenting her own views but also drawing on the insights of someone else, which adds depth and complexity to her argument.
By asking whether the ethos connects with the audience, Manuel is essentially questioning whether Adichie's choice to include the voice of another writer resonates with the readers or listeners. Does it enhance their trust in Adichie as a knowledgeable and reliable speaker?
Does it make her message more relatable and relevant to their own experiences? These are important considerations in evaluating the effectiveness of ethos in Adichie's passage and its impact on the audience. Therefore option B is the correct answer.
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Complete question:
Manuel is preparing for a group discussion about Adichie's use of rhetorical strategies. Read the excerpt from "The Danger of a Single Story" by Chimamanda Ngozi Adichie. Power is the ability not just to tell the story of another person, but to make it the definitive story of that person. The Palestinian poet Mourid Barghouti writes that if you want to dispossess a people, the simplest way to do it is to tell their story and to start with, "secondly." Start the story with the arrows of the Native Americans, and not with the arrival of the British, and you have an entirely different story.
Which question would be best for Manuel to ask about ethos?
A - How does ethos support Adichie's purpose?
B - Does the ethos connect with the audience?
C - Is ethos more impactful than logos in this passage?
D - Why does Adichie use ethos rather than pathos?
Which sentence most accurately describes the diction of this passage?
The trail ventured off into the horizon, meandering between fields
of alfalfa and corn, crabgrass and soy, until at last it disappeared
amidst foothills covered in sandy boulders. Looming above these
hills, snowcapped mountains reflected the last reds of evening
as the day drew on into twilight.
A. The long, complex sentences make the pace slow and thoughtful.
B. The description skips over details, such as how the narrator can see so
clearly at twilight.
C. The short, abrupt interjections of emotional words create a joyous mood.
D. The great outdoors suggests the feeling of living in nature.
A. The long, complex sentences make the pace slow and thoughtful. The correct answer is option-A.
The diction of the passage is characterized by long, complex sentences that contribute to a slow and thoughtful pace.
The use of descriptive phrases and clauses, such as "meandering between fields of alfalfa and corn, crabgrass and soy" and "Looming above these hills, snowcapped mountains reflected the last reds of evening," creates a vivid and detailed depiction of the scene.
These lengthy sentences allow for a more leisurely reading experience and invite the reader to take in the scenery with a sense of contemplation. The use of adjectives and imagery further enhances the thoughtful tone.
Therefore, option A, which highlights the slow and thoughtful pace created by the long, complex sentences, is the most accurate description of the diction in this passage.
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1. We already have the answers, but how about you create questions using Who?
A)
Our dog plays there.
B)
Stuart works at that Italian restaurant.
C)
Their son sleeps in this bedroom.
D)
My sister cleans the house for our mother.
2. Now, let's see what you can create with:
A) To play / in the backyard
B) To sleep / in the bedroom
C) To watch / in the living room
D) To have lunch/ in the kitchen
Answer:
who
Explanation:
A)
Who plays in the backyard?
Who is the one playing in the backyard?
Who enjoys playing in the backyard?
Who can often be found playing in the backyard?
Who finds joy in playing in the backyard?
B)
Who works at that Italian restaurant?
Who is employed at that Italian restaurant?
Who can be found working at that Italian restaurant?
Who is responsible for their duties at that Italian restaurant?
Who has a job at that Italian restaurant?
C)
Who sleeps in this bedroom?
Who is the one resting in this bedroom?
Who occupies this bedroom for sleeping?
Who can be found sleeping in this bedroom?
Who uses this bedroom for bedtime?
D)
Who cleans the house for our mother?
Who is in charge of cleaning the house for our mother?
Who takes responsibility for cleaning the house for our mother?
Who ensures that the house is cleaned for our mother?
Who performs the task of cleaning the house for our mother?
A)
Who plays in the backyard?
Who enjoys playing in the backyard?
Who can be seen playing in the backyard?
Who finds the backyard a suitable place for playing?
Who engages in activities in the backyard?
B)
Who sleeps in the bedroom?
Who enjoys sleeping in the bedroom?
Who finds the bedroom a comfortable place for sleeping?
Who can be found resting in the bedroom?
Who uses the bedroom for a good night's sleep?
C)
Who watches in the living room?
Who enjoys watching in the living room?
Who finds the living room an ideal place for watching?
Who can be seen watching in the living room?
Who spends their time watching in the living room?
D)
Who has lunch in the kitchen?
Who enjoys having lunch in the kitchen?
Who finds the kitchen a convenient place for having lunch?
Who can be found eating lunch in the kitchen?
Who prefers to have lunch in the kitchen?
Write on the history of consumer protection council in Nigeria.
The Consumer Protection Council was established in Nigeria in 1992 to protect consumers from unfair trade practices, unsafe products, and fraudulent activities. The agency enforces laws and regulations that protect consumers and provides a forum for complaint resolution. While the CPC has made efforts to promote consumer education and awareness, there are still challenges facing consumer protection in Nigeria that require more collaboration and resources.
The Consumer Protection Council (CPC) is a government agency established in Nigeria in 1992 by the Consumer Protection Act of 1992. The primary purpose of the CPC is to protect consumers by providing them with a forum for complaint resolution and information regarding consumer rights and responsibilities .The CPC is responsible for enforcing laws and regulations that protect consumers from unfair trade practices, unsafe products, and fraudulent activities. The agency also investigates consumer complaints and takes legal action against companies that violate consumer protection laws.
Over the years, the CPC has been active in promoting consumer education and awareness through various programs and initiatives. The agency has also established partnerships with other organizations to strengthen consumer protection efforts in the country. For example, the CPC works closely with the National Agency for Food and Drug Administration and Control (NAFDAC) to ensure that food, drugs, and other consumer products sold in Nigeria are safe and of high quality. Despite the efforts of the CPC, there are still many challenges facing consumer protection in Nigeria.
These include poor enforcement of consumer protection laws, inadequate funding for consumer protection agencies, and a lack of awareness among consumers about their rights and responsibilities. To address these challenges, there is a need for more collaboration between government agencies, civil society organizations, and other stakeholders to strengthen consumer protection efforts in the country.
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elect the correct answer from the drop-down menu.
Read the excerpt from President Obama's speech.
"But we're not where we need to be. And all of us have more work to do." (paragraph 2)
President Obama uses these sentences to
rationalize his perspective
provide evidence of his claim
explain his presidential platform
.
introduce his purpose
.
President Obama uses these sentences to introduce his purpose (option d).
1. The excerpt states, "But we're not where we need to be. And all of us have more work to do."
2. These sentences indicate that there is still progress to be made and work to be done.
3. By acknowledging that "we're not where we need to be," President Obama implies that there are areas that require improvement.
4. He follows it by saying, "And all of us have more work to do," emphasizing that everyone has a role to play in achieving the desired
goals.
5. This introduction sets the stage for President Obama's purpose, which is likely to address the challenges and goals that lie ahead.
6. It indicates that he will discuss the need for collective effort and further action to reach the desired outcomes.
7. Therefore, the primary intention of these sentences is to introduce his purpose rather than rationalizing his perspective, providing evidence, or explaining his presidential platform.
In conclusion, President Obama uses these sentences to introduce his purpose, emphasizing the need for continued work and collective effort to achieve the desired goals. Thus, the correct option is d.
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I should like to comment briefly on the amendments proposed by the Soviet delegation. The language of these amendments has been dressed up somewhat, but the substance is the same as the amendments which were offered by the Soviet delegation in committee and rejected after exhaustive discussion. Substantially the same amendments have been previously considered and rejected in the Human Rights Commission. We in the United States admire those who fight for their convictions, and the Soviet delegation has fought for their convictions. But in the older democracies we have learned that sometimes we bow to the will of the majority. In doing that, we do not give up our convictions. We continue sometimes to persuade, and eventually we may be successful. But we know that we have to work together and we have to progress. So, we believe that when we have made a good fight, and the majority is against us, it is perhaps better tactics to try to cooperate.
–Speech on the adoption of the Universal
Declaration of Human Rights,
Eleanor Roosevelt
Read the passage. Think about the audio clip that you heard. Compare and contrast the mediums, modalities, and formats of the recording and the passage and explain how they impact your understanding of the ideas in the speech
Answer: YES
Explanation: Family
According to the selection, what is implied about the patterns of totalitarianismWhat can be inferred from the author's focus on Ms. Parks' reason for starting the Montgomery Bus Boycott of 1955–1956?
The selection does not directly address the patterns of totalitarianism, it suggests the significance of individual motivations in historical events and highlights the importance of understanding personal perspectives in shaping social movements.
The implication about the patterns of totalitarianism in the given selection is not explicitly stated. Without further context or information, it is challenging to provide a definitive answer about the patterns of totalitarianism based solely on the selection.
To accurately discuss the patterns of totalitarianism, it would require a more comprehensive understanding of the author's argument and the specific examples or evidence provided in the text.
Regarding the author's focus on Ms. Parks' reason for starting the Montgomery Bus Boycott of 1955-1956, we can infer a couple of things. Firstly, it suggests that the author considers Ms. Parks' motivations as significant and noteworthy.
By focusing on her reason, the author likely aims to shed light on the catalyst or driving force behind the Montgomery Bus Boycott, which was a pivotal event in the Civil Rights Movement.
Additionally, the author's emphasis on Ms. Parks' reason implies that understanding the underlying motivations of individuals can provide valuable insights into historical events and social movements.
It suggests that the personal beliefs, values, and experiences of influential figures like Ms. Parks can shape and inspire collective actions that challenge systemic injustices.
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In a mla works cited page, when a work with no author is listed, it should be entered as
In a MLA Works Cited page, when a work with no author is listed, it should be entered by using the title of the work or, if there is no clear title, a description of the work. The MLA guidelines suggest that if no author is identified, you should start the citation with the title of the work in italics.
Use a shortened version of the title in the in-text citation, if possible. When using the title of the work in the citation, it is important to ensure that the title is correctly formatted, according to the citation style being used. For example, in MLA style, the title of a book should be italicized, while the title of an article should be placed in quotation marks.
In either case, the first word and all other words except for conjunctions, prepositions, and articles should be capitalized. A common type of source that may not have an author is a website. When citing a website, you may need to use the name of the organization or company that created the website as the author.
If the name of the organization or company is long, you can use an abbreviated version of the name in subsequent citations. It is also important to include the date that the website was last updated or accessed, as this can be useful information for readers.
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This is from "To KIll a Mockingbird:"
1. What did Jem ask Scout to do with the roly poly? Why?
2. How did Jem and Dill come to witness Mrs. Robinson's reaction to Tom's death?
3. To what did Mr. Underwood compare the death of Tom?
4. How did Scout define "democracy?"
5. How did Atticus explain Jem's reaction to Scout's question?
6. What two things did Mr. Link do to help Helen?
7. Why did Mr. Ewell carry a grudge for Judge Taylor?
8. What were the disadvantages of Scout's costume?
9. Why didn't Scout want to remove her costume for the walk home?
10. What article of clothing did Aunty bring Scout after removing the costume?
11. What did Mr. Tate find under the tree?
12. Who carried Jem home?
13. Over what did Atticus and Mr. Tate argue?
14. To what did Scout compare the option of putting Mr. Radley through a trial?
15. What did Scout discover while standing on the Radley porch?
To Kill a Mockingbird is primarily a novel about growing up under extraordinary circumstances in the 1930s in the Southern United States.
1. Jem asked Scout to put the role-poly bug outside in the yard instead of squishing it because he felt that the bug hadn't harmed them in any way.
2. Jem and Dill saw Mrs. Robinson's reaction to Tom's death when they sneaked out of the house and saw the mourners leaving the Robinson's house.
3. Mr. Underwood compared the death of Tom Robinson to the "senseless slaughter of songbirds."
4. According to Scout, "democracy" means "equal rights for all, special privileges for none.
"5. Atticus explained Jem's reaction to Scout's question by saying that Jem was upset because he was trying to make sense of what happened to Tom and it was difficult for him to do so.
6. Mr. Link helped Helen by giving her a job and helping her out with groceries and such.
7. Mr. Ewell carried a grudge for Judge Taylor because he felt that Taylor had shown him up in front of the whole town.
8. The disadvantages of Scout's costume were that she couldn't see very well, she couldn't breathe very well, and she couldn't scratch herself if she needed to.
9. Scout didn't want to remove her costume for the walk home because she was embarrassed and didn't want anyone to see her in her underwear.
10. After removing the costume, Aunty brought Scout some overalls to wear.
11. Mr. Tate found Jem under the tree after he had been knocked unconscious.
12. Boo Radley carried Jem home.
13. Atticus and Mr. Tate argued over whether or not to tell the town that Boo Radley had saved Jem and killed Bob Ewell.
14. Scout compared the option of putting Mr. Radley through a trial to "shootin' a mockingbird."
15. While standing on the Radley porch, Scout discovered that Boo Radley was not the scary person she thought he was, but was actually a very kind and gentle person.
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Rearrange the following
Murderer /be must /given /examplary /an/punishment /every
Answer: Every Murderer must be given an examplary punishment.
Definition of Examplary: (of a punishment) serving as a warning or deterrent.