Which best states how the excerpt keeps interest in the story
Answer:
- It creates suspense.
Explanation:
As per the question, the given excerpt from 'Heart of a Samurai' functions to keep the readers engaged in the story as 'it creates suspense.' It provides interesting yet mysterious descriptions like 'black current', 'voice..dark as water', 'wide strip indigo water...usually followed north...flowed southeast' that assists in the advancing the tension and confusion of the readers and leave them uncertain about what would happen next. This further enhances the audience's inquisitiveness and keeps their interest intact.
Analyze the stanza from Lewis Carroll's "You Are Old, Father William" poem and determine which metrical foot Carroll uses. "You are old, Father William," the young man said, "And your hair has become very white; And yet you incessantly stand on your head - Do you think, at your age, it is right?"
iambictrochaicanapesticdactylic
Answer:
The metrical foot Carroll uses in the poem is ANAPESTIC.
Explanation:
The metrical foot Lewis Carroll uses in the "You Are Old, Father William" poem is ANAPESTIC. Anapest is a poetic device defined as a metrical foot of three syllables in a line of a poem wherein the first two syllables are short and unstressed, followed by a third syllable that is long in quantitative meter and stressed in accentual meter.
In what way is Mr. Frank different in the last scene of the play than he is in the first scene? Cite evidence from the play to support your response. (Diary of Anne Frank)
Answer:
The ways that Mr. Frank is different in the last scene of the play to the first scene is when he began to have hope. In the first scene, all he wanted to do was leave because he said that there are too many memories. The first scene ends with Miep giving Mr. Frank Anne's diary. The last scene connects with the first one and it tells that when they were released his family didn't make it, but he had hope for Anne. Mr. Frank now has hope and faith that Anne is still alive and is out in the world somewhere. He didn't have that from the start. Mr. Frank has changed in the first scene is when he started to have hope in the last scene.
Final answer:
Mr. Frank in 'The Diary of Anne Frank' transforms from a hopeful and proactive family leader to a sole survivor marked by sorrow and loss, as evidenced by the change in his demeanor from the first to the last scene of the play.
Explanation:
In the play The Diary of Anne Frank, Mr. Frank's demeanor undergoes a substantial transformation from the first scene to the last. Initially, Mr. Frank is presented as hopeful and optimistic, leading the family into hiding with a belief that they will survive through unity and resilience. By the end of the play, Mr. Frank is the sole survivor, and his character is marked by a sorrowful resignation. He is weighed down by the loss of his family after they are discovered and sent to concentration camps. Evidence from the play that supports this change includes Mr. Frank’s reflective and melancholic mood in the final scene, as opposed to his more proactive and composed nature in the opening scenes. The progression of the play thus illustrates the devastating impact of the Holocaust on individuals like Mr. Frank, who starts out as a protector and provider for his family but ends up as a witness to an unimaginable tragedy.
After 1950, the authorial voices that contributed to American literature were more likely than ever to be those of _______.
Question 1 options:
wealthy white aristocrats
immigrants from other countries
people from underrepresented groups
veterans of WWI
Answer:
people from underrepresented groups
Explanation:
Underrepresented groups in America are African American, American Indian, and Hispanic or Latino of any race. During the late 20th century, there was an increase in the literature written by and about underrepresented groups in the United States of America. This also lead to an increase in the Civil rights movement and the ethnic pride movement leading to the addition of programs in the universities about Ethnic studies.
Q1: Write an imaginary dialogue between a town mouse and a country mouse.
Answer: town mouse =A
country mouse=B
A how are you B
B I'm fine
A I'm also fine
B but your are so unlucky that you have to live in this small town
A so what
B I'm living in the country house ...im so lucky... oh you unlucky
A so what
B I have big place to live and you have a small
A bye
B bye
pls mark as brainliest
Explanation:
Identify the verbal irony or pun in the sentence and explain its meaning.
His friend none the wiser, Tom surveyed the results of his whitewashing.
In the sentence, "His friend none the wiser, Tom surveyed the results of his whitewashing," the verbal irony lies in the fact that Tom's friend is oblivious to the deception, unaware that he has been tricked into whitewashing the fence for Tom.
The verbal irony in the sentence is the phrase "none the wiser." In this context, it means that Tom's friend remains unaware or ignorant of the true nature of the situation. The irony lies in the fact that Tom's friend is actually "none the wiser" because he doesn't realize that Tom has cleverly tricked him into whitewashing the fence.
In Mark Twain's "The Adventures of Tom Sawyer," the quoted sentence refers to a scene where Tom persuades his friends that whitewashing the fence is a fun and desirable task. Instead of doing the work himself, Tom manages to convince others to do it for him by making it seem like an enjoyable and exclusive activity. So, when the sentence says "His friend none the wiser," it is ironic because Tom's friend is, in fact, less wise or knowledgeable about the true nature of the task, falling for Tom's deceptive tactics. The pun here is in the play on the phrase "none the wiser," as it is used in a different context from its typical meaning.
The Supremes song that Lily hears makes her think: "There's nothing like a song about lost love to remind you how everything precious can slip from the hinges where you've hung it so careful" (50). What is the thematic significance of this song?
Answer:
rbtfgbfgbfg
Explanation:
Write notes to prepare for a collaborative conversation with a partner or a small group to discuss how to bring students in your community together in a positive way. First, establish a clear position by stating the most significant problem you see within the student community. Then provide reasons and evidence that support your arguments and claims. Finally, work together with your partner or group to reach a consensus about what actions students and staff should take to create a stronger student community.
This better be amazing... LONG EXPLANATION OR REPORTED!!!
Answer:
We wanted to help the children develop the ability to have meaningful conversations about books without needing Meridith’s guidance. Our goal was for the children to collaboratively construct interpretations of texts through group discussions. Discussion increases students’ engagement, helps them take responsibility for their learning, prompts higher-level thinking, offers room for clarification, encourages children to build and share knowledge, and gives them opportunities to apply comprehension strategies (Kelley & Clausen- Grace 2013). We aimed to create an environment where children could scaffold each other’s learning (Johnston 2004) through talk. Knowing that research has demonstrated that discussion supports comprehension (Wells 1999; Nystrand 2006), we set out to teach young children to engage in such exchanges.
Discussion also offers the benefit of being inclusive of students from diverse backgrounds. Previous work has found that discussion increases participation for dual language learners and reading enjoyment for all (Carrison & Ernst-Slavit 2005), and that conversations enable teachers to publicly value all students’ thinking and talk.
However, powerful literary discussions do not emerge naturally in the primary grades. Research and our experiences have identified the need for teacher support (Baker, Dreher, & Guthrie 2000) through methods such as explicitly teaching children the social skills necessary for conversation (Harvey & Daniels 2015), teaching students to talk to each other without relying on the teacher (Serafini 2009), and providing time for children to prepare and reflect (Kelley & Clausen-Grace 2013).
In addition to the academic, social, and motivational benefits of literature discussions, the Common Core State Standards (NGA & CCSSO 2010) reinforce the importance of teachers devoting time to enhancing children’s speaking and listening skills. Speaking and listening standards are part of the Common Core Language Arts Standards for each grade. Through our study, we expected to address the following standards, which focus on collaborative talk, following discussion norms, adding to the contributions of others, and asking questions:
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.A: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1.B: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.C: Ask questions to clear up any confusion about the topics and texts under discussion.
Fostering student-led discussions
From the beginning of the year, Meridith taught speaking and listening in academic contexts. She supported children in listening to and learning from each other, preparing for discussions, and taking responsibility for discussions.
Teacher support for speaking and listening
Meridith provided explicit instruction in speaking and listening. First, she focused on teaching students to listen. She offered explanations, modeled appropriate behaviors, and gave children time to practice sitting up, resisting distractions, and looking at the speaker. When students struggled to stay focused, she gently encouraged the speaker to pause until all the students were looking. In the following transcript from a fall classroom observation, Meridith provided explicit instruction about how to listen during whole-group discussions:
Meridith: If you’re touching and playing with your book, it’s hard to listen to the person who’s speaking. It means the speaker will have to wait for you to be a respectful listener, reader, and friend. So, if you want to share, your hands should be off your book. I want you looking at the person talking. You have to wait until that person is finished to put your own opinion in.
Meridith also offered more subtle speaking and listening support by calling attention to conversational norms—like saying, “I hear Jorge talking,” when another student was about to interrupt—and using nonverbal cues, like eye contact and pointing, to remind children of expectations.
Meridith’s reflection
At the start of every year, I envision students independently engaging in meaningful discussions while I take notes and think about how these grand conversations will guide my instruction. Then I remember it is August and they are six. Starting with basics—such as body language, conversational turns, and voice projection—helps set the tone for future discourse. While it seems simple, and we often assume children have already internalized these skills, many have not. Investing time in explicitly teaching basic conversation skills allows children to be more independent and go deeper with their thoughts.
Explanation:
Final answer:
To prepare for a collaborative conversation aimed at strengthening the student community, identify key challenges, discuss shared values, and plan combined activities. The collaboration should balance students' interests and community needs, with a focus on diversity, equity, and inclusion.
Explanation:
To prepare for a collaborative conversation about enhancing the student community, it is imperative to define the primary obstacle hampering community spirit. A significant problem may be the lack of engagement and communication between students from diverse backgrounds. By bringing individuals together to share potential research paper topics and engage in activities like proposing the renaming of a school, we create opportunities for dialogue and understanding. This approach aligns with Ingalls's emphasis on early preparation for success in collaboration, as engaging in these kinds of shared projects can bridge gaps among students and foster a sense of belonging.
Fostering a learning environment where all voices are heard is vital. By listing values collectively, discussing them, and visually representing them in the classroom, we set a standard for mutual respect and support. Moreover, involving families in school activities, as per personal school experiences, strengthens the school/family partnership, augmenting community engagement. For instance, co-writing blog posts during class activities fosters cooperation and collective decision-making.
To bring students together positively, initiatives should focus on creating shared experiences that promote diversity, equity, and inclusion. Engaging students in community-based projects, like supporting local events, e.g., regional Special Olympics, can be beneficial for both the researcher and community partner, as highlighted by Goldblatt (2007) and Royster (1996). Mutually beneficial, reciprocal collaborations cultivate a vibrant student community. Lastly, consensus on what actions to take can be achieved by blending everyone's diverse perspectives and agreeing on initiatives that serve the collective interest, ensuring that the steps we take bolster the sense of unity and community involvement in our educational ecosystem.
Read this excerpt from The Call of the Wild by Jack London. He was called Sol-leks, which means the Angry One. Like Dave, he asked nothing, gave nothing, expected nothing; and when he marched slowly and deliberately into their midst, even Spitz left him alone. He had one peculiarity which Buck was unlucky enough to discover. He did not like to be approached on his blind side. Of this offence Buck was unwittingly guilty, and the first knowledge he had of his indiscretion was when Sol-leks whirled upon him and slashed his shoulder to the bone for three inches up and down. Why does the author most likely include this detail?
Jack London includes the detail about Sol-lek's aggression to show the harsh realities of the Klondike, provide insight into the rules of the pack and to depict Buck's transformation in The Call of the Wild. It also serves as a metaphor for human behaviour in tough environments.
Explanation:The author, Jack London, likely includes this detail about Sol-leks in The Call of the Wild to develop the character depth and dynamics among the pack of dogs. The specific incident of Sol-leks whirling on Buck for inadvertently approaching him on his blind side serves to underline the harsh realities of the brutal environment of the Klondike and instill in Buck, the main character, a sense of the rules and hierarchical order within the pack. It is a part of Buck's transformative journey, from living a pampered life in California to enduring the harsh conditions in Canada, where survival demands an animal instinct.
Moreover, Sol-leks' reaction to being approached on his blind side might serve as a metaphor for human behavior in a challenging environment, where vulnerability often leads to conflict, and survival may often depend on gaining knowledge of others' weaknesses.
Learn more about Character Development here:https://brainly.com/question/30433721
#SPJ2
Which type of fallacy is used in this
argument against women's right to vote?
Answer:
its C Generalization
Explanation:
Answer:
its C Generalization
Explanation:
How are wambugu’s and bloch’s call to action similar and different
Answer: they are not
Explanation: they are the same
What is the author's viewpoint in this passage?
The author thinks that Diane could have been
harmed by the cat
The author feels that making the impression of the
cats tongue was easy.
The author is impressed that Diane's idea for
making the impression worked.
The author believes that the cat was in danger
while tranquilized
Answer:
the answer is c becuse i found out
Explanation:
becuse c is the more loco time uvfv
Answer:
c
Explanation:
UwU
Read this excerpt from a short story. Carla could see all of Grace Court from her chair, but there was still no sign of her brother. She had been reviewing for Monday’s poetry quiz and enjoying the subtle signs of spring. She closed her eyes and recited a Langston Hughes line, only to be interrupted by a commotion. It was Lucas, returning on his bike and greeting neighbors as he passed. Soon he skidded to a stop at the curb by Carla’s feet. "What are you so excited about, Lucas?" she asked, "and where have you been for the past hour?" "I’ve been buyin’ us tickets for next weekend’s show uptown at the Grand. I hope I can talk you into leavin’ the stoop for one night." "What show?" Carla asked, with mounting excitement at the prospect of an evening out. Which line from the story contains dialect?
Answer:
"I’ve been buyin’ us tickets for next weekend’s show uptown at the Grand. I hope I can talk you into leavin’ the stoop for one night."
Explanation:
Dialect refers to the way a person speaks a particular language. This way is usually associated with a certain social group, geographical area, class or district. People who share a dialect have a way of speaking that differs from the standard in spelling, sounds, grammar and pronunciation. In this example, this line contains dialect, as it shows the particular way of speaking of Carla's brother.
Answer:
The line that contains dialect is "I’ve been buyin’ us tickets for next weekend’s show uptown at the Grand. I hope I can talk you into leavin’ the stoop for one night."
Explanation:
A dialect is a regional variety of a language. It is distinguished from other regional varieties by characteristics of vocabulary, grammar, and pronunciation. It is common for authors to represent their characters' dialect through spelling. In this case, we can find such a representation in the words buyin' and leavin'. Instead of spelling them in their regular, grammatically correct form, the author chose to show his character's pronunciation by dropping the final -g.
.What are three reasons a leader might give a wartime speech?
Answer:
A leader may give a wartime speech for the following reasons:
To focus on the military strengths and successes.To share the truth about the consequences and dangers of war.To remind people of patriotic spirit and neighbourly unity.Explanation:
A wartime speech is a speech given by either a Prime Minister or a leader during the times when of war. The speech is delivered to serve many purposes. The best wartime orator is considered to be Winston Churchill, who delivered the wartime speeches during World War 2.
The reasons for delivering a wartime speech are as follows:
A leader would give a wartime speech to let the audience know of their military strengths and that they can achieve success.It is given with a purpose to educate the audience about the truths of the war, the dangers, and consequences that it posited.To urge the audience to support the war, and maintain a patriotic spirit during such times.It is also delivered to encourage the audience to maintain neighborly unity.And, also to let the audience know why this war is being fought.Final answer:
A leader might give a wartime speech to mobilize the nation for war, bolster morale and unity, and articulate war aims and strategy, as exemplified by President Franklin D. Roosevelt's speech to Congress following the attack on Pearl Harbor.
Explanation:
Leaders may give a wartime speech for several reasons, and typically, such speeches fall into a few categories: to inform, to persuade, or to entertain. Here are three reasons a leader might deliver a wartime speech:
To mobilize the nation for war: Leaders use speeches to inspire and prepare the citizens for the challenges of wartime, securing public support and calling for necessary sacrifices.To bolster morale and unity: During times of national threat, leaders aim to comfort and encourage the population, fostering a 'rally 'round the flag' phenomenon where the citizenry unites behind the leader.To articulate war aims and strategy: Leaders must communicate the objectives and necessary steps to achieve victory, ensuring clarity and resolve among the populace and military forces.An example of a wartime speech that encompasses these purposes is President Franklin D. Roosevelt's address to Congress after the Pearl Harbor attack, which sought to inform about the event, persuade Congress to declare war, and emotionally prepare the nation for the challenges ahead.
HURRRRRRYYYYYYYY! “So, are you ready to take a tour?” “You mean we’re doing that now?” I said. “Did you think we were going to the movies?” he answered, smiling as he stood up. “You didn’t tell me we were taking a tour,” I said to Mom in my accusing voice. “Auggie,” she started to say. “It’ll be fine, August,” said Mr. Tushman, holding his hand out to me. “I promise.” “I think he wanted me to take his hand, but I took Mom’s instead. He smiled and started walking toward the entrance. Mommy gave my hand a little squeeze, though I don’t know if it was an “I love you “ squeeze or an “I’m sorry” squeeze. Probably a little of both. —Wonder R.J. Palacio What inference can you make about August from this passage? August is excited about taking a school tour. August is upset that he has to take a tour. August wants his mom to lead the school tour. August is happy his mom surprised him with a school tour.
I know I'm late but the answer is August is upset that he has to take a tour. i had the test so
Answer:
B
Explanation:
I did the test
first love essay 3 page essay
Answer:
When I was ten years old, I fell in love. It was more romantic and emotionally uplifting than any other experience I had ever been through. The object of my affection reciprocated that love instantly, and since that day, we have never fought, never been apart, and never been unfaithful.
It started one brilliant October day. The bright New England foliage fell like large, fluttery raindrops as I coasted down the road that lead to the elementary school, and the gravel crunched beneath my bike tires as I rounded the corners. I sighed. Today had been just another day at school for me. Another day with the rest of the country-grown kids who lived in the hills of this straight-laced town. Another day in which I said …show more content…
I then saw the short message at the bottom of the paper. "The first rehearsal will be in the gym. Please bring a water bottle and a pencil! See you there!"
In the weeks that followed, I learned that this role was quite demanding, and that a few of the other students were resentful because I was playing a character that, "clearly should be played by an older and more experienced actor," as one of the prima donnas from the seventh grade put it. I didn't care, but it was a bit unnerving to only be in sixth grade and be acting with eighth graders who had been practically born onstage. I tried hard to do well though,
Explanation:
In an English class, students may be asked to write a 3-page expository essay on the topic of first love.
Explanation:In an English class, you may be asked to write a 3-page essay on the topic of first love. This essay would fall under the genre of expository writing, specifically an expository essay. Expository essays are meant to explore a topic and provide information or analysis about it. To write the essay, you would need to start with an introduction that introduces the topic and includes a thesis statement. The body paragraphs would then present evidence and analysis to support the thesis, and the concluding paragraph would summarize the main points and restate the thesis.
1. What causes students to stress out about the SAT and ACT?"
25 points
the time it takes to answer all of the questions on the tests
O
the connection between test-taking abilities and test results
the fact that the test results could affect the student's future
O
the way that students will get to express themselves in college
Answer:
the top one
Explanation:
In Act II, Scene 3, Macbeth returns with Lennox and Ross to confirm Duncan’s death. What serious error of judgement does Macbeth make when he visits Duncan’s chamber? Discuss this error and how and why Lady Macbeth reacts to it, as well as the effect on Macolm and Donalbain.
In this scene, the characters find out that King Duncan has been murdered. The audience knows that the man responsible for this was Macbeth. However, the characters do not know this.
Upon realizing the tragedy that happened, the characters are in shock. However, Macbeth reacts quickly and immediately kills the guards. He claims that he could not contain himself. However, this is an error in judgement, as it brings attention to Macbeth's odd behaviour. Moreover, as a consequence of this, Lady Macbeth suddenly faints. The viewer knows that such odd behaviour from Macbeth and Lady Macbeth are a consequence of their guilt.
On the other hand, Malcolm and Donalbain are worried about being blamed for the murder, so they decide to flee.
Match the definition to the term. 1 . verbal a language which uses word order to express grammatical relationships 2 . analytic language the inflection of verbs; a class of verbs inflected in the same manner 3 . indicative mood the inflection of nouns; a class of nouns inflected in the same manner 4 . declension the verb form used to indicate a command or instruction 5 . synthetic language a word or phrase formed from a verb and acting as a noun or adjective; a participle, infinitive, or gerund 6 . imperative mood a language that uses inflections to communicate grammatical relationships 7 . conjugation the verb form indicating desire, supposition, or a situation contrary to fact or which may or may not exist 8 . subjunctive mood the verb form used in statements and questions
Answer:
Analytic language --- A language that uses word order to express grammatical relationships.
Conjugation --- The inflection of verbs; a class of verbs inflected in the same manner.
Declension --- The inflection of nouns; a class of nouns inflected in the same manner.
Imperative mood --- The verb form used to indicate a command or instruction.
Verbal --- A word or phrase formed from a verb and acting as a noun or adjective; a participle, infinitive, or gerund.
Synthetic language --- A language that uses inflections to communicate grammatical relationships.
Subjunctive mood --- The verb form indicating desire, supposition, or a situation contrary to fact or that may or may not exist.
Indicative mood --- The verb form used in statements and questions.
Explanation:
Indicative, imperative and subjunctive are the three moods we use in the English Language. While the indicative is the verb form we use to point out facts, the imperative mood is used for commands and requests. Finally, the subjunctive mood is used when we talk about hypothetical situations, describe our wishes, etc.Analytic language is the language we use to describe the relationships between words, while synthetic language is a language used to describe syntactic relations between sentences.Conjugation and declension are similar terms - the first one stands for the inflection of verbs, while the latter stands for the inflection of nouns.A verbal is a word that looks like a verb, but functions as a noun.Final answer:
The student's question requires matching language terms to their definitions, including analytic and synthetic languages, different verb moods, as well as what a verbal is.
Explanation:
Match the correct definitions to the terms:
analytic language: a language which uses word order to express grammatical relationships
conjugation: the inflection of verbs; a class of verbs inflected in the same manner
indicative mood: the verb form used in statements and questions
declension: the inflection of nouns; a class of nouns inflected in the same manner
synthetic language: a language that uses inflections to communicate grammatical relationships
imperative mood: the verb form used to indicate a command or instruction
subjunctive mood: the verb form indicating desire, supposition, or a situation contrary to fact or which may or may not exist
verbal: a word or phrase formed from a verb and acting as a noun or adjective; a participle, infinitive, or gerund
PRIL 25. Even the morning air is sultry today. I would have fished for my breakfast last night before sunset, but I knew that it would surely spoil before morning. Drinking my water warm has taken some getting used to. It's funny how we take certain things like ice for granted. If I become desperate I can always resort to eating the freeze dried rations, but that defeats my purpose for being here to begin with. Besides, they are about as edible as the tough, dry bark in a long dead tree. I think I have almost learned to track the time by the rays of the sun... By not catching breakfast last night, the author implies that fish is a food that Q: A: A) he can put on dry ice and save. B) should not be eaten before lunch. C) can be stored overnight when it is cool. D) should be eaten soon after it is caught.
Answer:
D) should be eaten soon after it is caught.
Explanation:
In this story, we learn that the speaker had fish for breakfast, and that he caught it that same morning. He tells us that he could have caught it before sunset the day before, but that this would most likely lead to it spoiling before breakfast. This implies that fish cannot be stored for long, and therefore, should be eaten soon after its caught.
Answer:
D)should be eaten soon after it is caught
Explanation:
Since the author is concerned about the fish spoiling, the fish cannot be stored and should be eaten soon after it is caught. The author writes that "I would have fished for my breakfast last night before sunset, but I knew that it would surely spoil before morning."
Don wants to get an early start on his social studies semester project. The teacher has assigned the students to choose and research a societal issue of concern to them. Students must develop a specific concern, frame hypotheses addressing the reasons behind the problem, and search for scientific research to support their assertions. What type of project is Don working on?
Answer:
Don is working on an inductive reasoning project.
Explanation:
Don is working on an inductive reasoning project because he is looking for statements that will prove the truth of his conclusion. As he already has the social issue and what concerns him about it, which is the conclusion, he has to look for the facts and different reasons that will justify his concern.
Answer:
inductive reasoning
Explanation:
Inductive reasoning is the term used to describe situations where we are able to reach conclusions on a given subject through observation and interpretation of everyday situations in our social environment that fit that subject.
We can say that Dom is involved in an inductive reasoning project, because this project requires him to observe a social issue that interests him and through that observation, make an interpretation on issues of concern about that subject, formulate hypotheses about why this happens and research scientific data to justify all the information he will defend.
Which sentence uses a present participle as part of a verb (rather than as an adjective or noun)?
A) Running out of the house, the little girl called out to her friends.
B) The two brothers started a flourishing business in the district.
C) The crowd was laughing at the stand-up comedian's routine.
D) The tilting roof seemed like it was about to fall on us!
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!!!!ASAP HELP PLEASE!!!!
What does Rue want Katniss to do ? Does she do it?
Answer:
Win the games
Explanation:
After Rue gets stabbed by a spear, and Katniss is talking to her, Rue looks at Katniss and says "she has to win". Katniss, feeling angry and mourning the death of her friend, decides she is going to to do everything in her power to win for her family, and Rue. Katniss ends up winning the games, and returning home safely.
1 2 3 4 5 6 7 8 9 10 TIME REMAINING 59:40 Based solely on their titles, which contemporary novel most likely contains a mythological element that is also found in "Cruel Tribute?" Call the Shots Have a Nice Day The Maze Runner The Storyteller
Answer:
The Maze Runner.
Explanation:
Based on the story and plot line if the mythological story Cruel Tribute, it can be noted that the novel The Maze Runner by James Dashner. This novel depicts a dystopian society where a group of humans are kept in the middle of a maze and had to take a chance of outrunning monsters and other traps to escape from the 'prison'. This plot where there are 'human sacrifices' for an evil monster corresponds with the theme of the 'tribute' paid to the Minotaur.
How does ""The Notorious Jumping Frog of Calaveras County"" end? 1Points A Wheeler starts another Smiley story that the narrator does not stay to hear. B The narrator thanks Wheeler for the information about Leonidas Smiley. C Wheeler admits that he never met anyone named Leonidas Smiley. D Wheeler tells the narrator about the adventures of Smiley’s one-eyed cow.
Answer:
"The Notorious Jumping Frog of Calaveras County" ends in the following manner:
A. Wheeler starts another Smiley story that the narrator does not stay to hear.
Explanation:
In "The Notorious Jumping Frog of Calaveras County", by Mark Twain, the narrator makes the mistake of asking Simon Wheeler to tell him what he knows about a man called Leonidas Smiley. However, all Wheeler does is waste the narrator's time with a fantastic story about a man named Smiley who trained a frog to jump higher than any other frog in the county. It turns out that it was a friend of the narrator's who told him to go find Wheeler and ask him about Smiley. The narrator soon realizes it was all a prank - his friend knew Wheeler would only bore and annoy the narrator with his story. In the end, the narrator leaves without listening to the following story about the one-eyed cow:
[Here Simon Wheeler heard his name called from the front yard, and got up to see what was wanted.] And turning to me as he moved away, he said: "Just set where you are, stranger, and rest easy I an't going to be gone a second."
But, by your leave, I did not think that a continuation of the history of the enterprising vagabond Jim Smiley would be likely to afford me much information concerning the Rev. Leonidas W. Smiley, and so I started away.
At the door I met the sociable Wheeler returning, and he button- holed me and recommenced:
"Well, thish-yer Smiley had a yeller one-eyed cow that didn't have no tail, only jest a short stump like a bannanner, and "
"Oh! hang Smiley and his afflicted cow!" I muttered, good-naturedly, and bidding the old gentleman good-day, I departed.
The way in which""The Notorious Jumping Frog of Calaveras County"" ends is:
A. Wheeler starts another Smiley story that the narrator does not stay to hear.
Based on the complete text, we can see that there is the narration about the events which happens between the narrator anf Simon Wheeler and how there is the waste of time.
With this in mind, there is the deliberate waste of time by Wheeler as he told him an entirely different story instead of the story which he asks and wants to hear.
Therefore, the correct answer is option A
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https://brainly.com/question/4302275
How do the contrasting words and foreshadowing
support the theme "people cannot escape reality
through romantic fantasy"?
he
Farquhar's view of slowed time is a romantic
fantasy. He cannot escape the reality of time.
Farquhar's death is a heroic romantic fantasy.
Fortunately, time is on his side.
Farquhar's captors control time. Only through
slowing time can Farquhar realistically
escape.
Answer:
Farquhar’s view of slowed time is a romantic fantasy. He cannot escape the reality of time.
Explanation:
The contrasting words and foreshadowing in the given statements support the theme "people cannot escape reality through romantic fantasy" by highlighting the stark contrast between romantic fantasy and harsh reality, and emphasizing that people cannot escape reality through imagination or fantasy.
What is the opposite of foreshadowing?Knowing in advance what mechanics or plot points you'll need and putting at least three allusions to them earlier in the text is the art of foreshadowing. Putting things in the text that are fantastic or seem right but have an unknown reason is called backshadowing. Later in the manuscript, you discover that meaning.
Farquhar's view of slowed time is a romantic fantasy: This suggests that Farquhar is trying to escape the reality of time by imagining it to be slower than it is. However, this is just a romantic fantasy and Farquhar cannot escape the reality of time.
He cannot escape the reality of time: This statement reinforces the idea that Farquhar is unable to escape the reality of time, despite his romantic fantasies.
Farquhar's death is a heroic romantic fantasy: This statement suggests that Farquhar's death is a romanticized version of reality, where he dies a heroic death instead of the harsh reality of being hanged as a criminal.
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HELP 40 POINTS!!
Read 2 Samuel, Chapter 22, and type an essay of no less than 125 words about the character of David as it is reflected in this passage.
Answer:
Im just writing something so the guy above me can get brainly :)
To help the reader of a text better understand what something looks like, the author could include...
Answer:
A visual
Explanation:
You can visualize something, its describing what "something" looks like
Answer:
a visual
Explanation:
Using a visual in the text is helpful to understand the meaning or to picturise what the author wants to convey.
This concept of using a visual in the text is often called visual text. A visual text is used to communicate the message using an image than words. Some examples of visual text are photographs, illustrations, cartoons, etc.
Anne and her family often got news from the outside world. What happened to Jewish people who did not voluntarily turn themselves in? How did Anne feel about this?
Answer:
The Jewish people that did not voluntarily turn themselves in went into hiding. Anne did not like it.
Explanation:
She did not like that the people went in to hiding.
During the Holocaust, Jewish people faced persecution and were sent to concentration camps if they did not turn themselves in voluntarily, while some were saved by their Christian neighbors. Anne Frank, a prominent figure from this era, likely experienced fear and devastation when she and her family were discovered and sent to the camps.
During the Holocaust, Jewish people who did not voluntarily turn themselves in were often persecuted, sent to concentration camps, or faced other forms of violence and discrimination by the Nazis. Some were saved by their Christian neighbors who hid them. Anne Frank, a Jewish girl who hid with her family in an annex, likely felt fear, uncertainty, and ultimately devastation when they were discovered and sent to the camps.
Read the passage from “Like the Sun.”
Truth, Sekhar reflected, is like the sun. I suppose no human being can ever look it straight in the face without blinking or being dazed.
What is the implied meaning of Sekhar’s observation?
Like the Sun
a. People must protect themselves from the harm that the truth can bring.
b. People benefit from hearing and accepting the truth.
c. People have great difficulty hearing and accepting the truth.
d. People welcome opportunities to uncover the truth.
Sekhar's observation implies that accepting the truth is difficult for people and can be as intense as looking at the sun directly, which can be overwhelming and blinding when faced for the first time. (Option c)
The implied meaning of Sekhar's observation that truth is like the sun implies that people have great difficulty hearing and accepting the truth.
This comparison suggests that just as the sun can be overwhelming and hard to face without being affected by its intensity, so too can the truth be difficult for people to confront without feeling discomfort or a challenge to their understanding of reality.
When someone has known a skewed reality for a long time, learning the truth can be as blinding and hard to fathom as seeing the sun for the first time. In this context, it is understood that the truth can sometimes be painful or cause a significant shift in perception, which can be distressing.