I need help asap hurry :)

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.

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.

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.    

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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.

Answer:

rbtfgbfgbfg

Explanation:

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.

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:

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

Answer:

Yes

Explanation:

In Julius Caesar, Cassius was able to convince Brutus to join in the plan to eliminate Caesar even as Brutus was already wondering if Caesar would be swayed by power and seek to subjugate lesser people, he compared Caesar to a serpent "which, hatched, would as his kind grow mischievous”; thus, he determines to “kill him in the shell”.

Cassius and other conspirators,Casca, Decius, Cinna, Metellus, and Trebonius visit Brutus in his home in Act II, Scene I and talk about how to eliminate Caesar. Cassius suggest they take an oath but Brutus declines, saying their cause is stronger than any oath. The group become worried that Caesar may not come out because of the words of an augur that foresaw the event and warned Caesar but Decius assures them that he can convince Caesar to make an appearance at the Capitol by flattering him about his bravery.

Cassius is worried about Antony and suggests he is also eliminated by Brutus disagrees by saying it would make things too bloody.

B

Answer:

The Sergeant's use of a simile when he compares Macbeth and Banquo to "cannons overcharged with double cracks" stresses the fact that they are flawed men.

Explanation:

The way in which Shakespeare's use of figurative language in this excerpt affects the play is:

The Sergeant's use of personification when he states that his "gashes cry for help" reinforces the idea that the battle he witnessed was brutally violent and dangerous.

This refers to the figure of speech that gives human qualities to inanimate objects.

Hence, we can see that personification is used in the complete text where he talks about gashing for help in battle which shows that an inanimate quality which was a gash is crying for help.

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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.

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.

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.

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.

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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.

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.

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.

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.

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.

Answer:

its C Generalization

Explanation:

Answer:

its C Generalization

Explanation:

Answer:

Until

have had

will

gets

disagreeing

mustn't

went

told

shall

usually

use to

if

was listening

drink

broke

don't

will

meet

sent

he'd

goes

won't

were held

said

is working

aren't

will give

wants

don't

than

no

a few

sent

fast

went

whose

will

next

hear?

These sentences fill in the blank spaces using appropriate English vocabulary, proper tense and suitable grammatical structures.

Wait until everyone is here before you start the meeting.
I don’t want to eat curry again! We have had it twice this week.
I would invite you to the party if I knew you will be here!
Wait until Roberto gets here and then the meeting can begin.
I don’t like people disagreeing with me.
You mustn't record films in the cinema. It’s illegal!
‘Is Mike at home?’ ‘He went to the shops a minute ago. He’ll be back in an hour.’
Shall we call you when William arrives?
Lisa usually listens to the music when she works.
I used to not like cabbage but I love it now.
You will be able to get home only if you call a taxi.
‘Don’t you hear your phone ring?’ ‘No, I was listening to music on headphones.’
I am drinking less coffee to see if it helps with my headaches.
When we returned, we saw that somebody had broken one of our windows.
You won’t miss the train if you don't stay in bed so long.
Mary and Anna meet for lunch most days. Their offices are very close.
I think I sent Pedro the wrong file when I emailed him today.
If you sent him a birthday card, he'd be really happy to get it.
My mother went to salsa dance classes last month – she loves it!
Sally won't pass her driving test if she didn’t practise more.
The Olympics and Paralympics were held in London in 2012.
My sister told me:

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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

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."

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.

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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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.

Answer:

the top one

Explanation:

Answer:

the first one is a new society was emerging .

the second one is but now there are more and more free workers.

Explanation:

i just did it

The sentence which best states the central idea of the passage is that "a new society was emerging".

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Answer:

The question is incomplete, below is the completely stated question:

Which sentence features a present participial phrase functioning as an adjective?

A. Blushing furiously, the newcomer couldn’t believe he’d been so gullible.

B. Fatigued after a long day, the woman recuperated with a quiet evening.

C. Our teacher likes to spring impromptu tests on us so we keep studying.

D. The heat radiating from the pavement caused the air to ripple and waver.

Answer:

Blushing furiously, the newcomer couldn’t believe he’d been so gullible. (A.)

Explanation:

A present participial phrase is a phrase that consists of a present participle ( a word ending with '-ing') while functioning adjectivally to describe or modify a noun or a pronoun. In the options given in the question, option A contains the adjectival phrase 'Blushing furiously' with the word blushing, being the present participle form of 'blush', and the phrase modifying the noun 'the newcomer'.

Present participial phrases should not be confused for Gerunds, which also begins with an -ing word, but do not have adjectival functions. For example:

Playing the piano is Mary's hobby.

The gerund phrase in the sentence above is Playing the piano, and it functions as the subject of the verb 'is'.

On the other hand, if it is used like this:

Playing the piano, Mary did not say a word to the boys.

Here, 'playing the piano' is a present participial phrase that describes the noun Mary.

Answer:

Blushing furiously, the newcomer couldn't believe he'd been so gullible

Explanation:

edge 2020

brainliest  for making it easy to read the answer ??

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:

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:

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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