Refer to Explorations in Literature for a complete version of the narrative. Read this excerpt from "Goodbye to All That" by Joan Didion. We stayed ten days, and then we took an afternoon flight back to Los Angeles, and on the way home from the airport that night I could see the moon on the Pacific and smell jasmine all around and we both knew that there was no longer any point in keeping the apartment we still kept in New York. Which statement best explains how the imagery in the excerpt affects the meaning of the text? It highlights the isolation and loneliness of life in Los Angeles, demonstrating that Didion faces the same problems there that she faced in New York. It depicts the dark and mysterious atmosphere of Los Angeles, indicating why Didion is drawn to this new, exciting city. It provides an unrealistic and idealized impression of Los Angeles, showing that Didion has not changed at all. It captures the beauty and serenity of life in Los Angeles, suggesting why Didion feels more content living there than she did in New York.'

Answer:A)Thinking before you act is better than acting impulsively.

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Explanation:took the test and got it right

The correct option is A. i.e. 'Thinking before you act is better than acting impulsively' because it maintains parallel structure by comparing an action to another action. Parallelism requires all compared elements in a sentence to have the same grammatical form.

In the sentence, 'Thinking before you act is better than to act impulsively,' the issue is with parallel structure. Parallelism requires elements of a sentence to follow the same grammatical form. In this context, ‘Thinking before you act’ is an action followed by a comparison using ‘than’ which should also compare an action. The revised sentence ‘Thinking before you act is better than acting impulsively' maintains proper parallel structure by comparing action to action.

Here's a breakdown of the options:

Final answer:

The irony of 'playing it cool' for Starr concerns the necessity of suppressing her true identity due to contrasting social environments and the urgency to stand up for her community's injustice.

Explanation:

The irony of "playing it cool" for Starr in The Hate U Give lies in the tumultuous duality she must navigate. For Starr, this phrase represents the constant struggle between her identity in the predominantly white, affluent community at her private school, and her roots in a mostly black, lower-income neighborhood. The irony is entrenched in the fact that being authentic can have serious consequences in her life - hence, playing it cool is not a laid-back choice, but a survival tactic that becomes ironical because it clashes with the pressing need to stand up for her community after she witnesses the fatal shooting of her unarmed friend by a police officer.

Answer:

abab

aabb

abab

abaa

Explanation:

These are the rhyme schemes that each poetic passage follows. A rhyme scheme is a pattern that describes the way that the end of each line in a stanza rhymes with the other lines. This is used both for poems and for songs. A rhyme scheme is indicated by the use of letters, with the same letter given to all the lines that rhyme with each other.

Answer:

The theme of “The Oilman and His Sons” is what goes around comes around. They all want their portion of land and think they can prosper on their own but together they achieve more. The father knows with the land being separate that it will change but the sons do not listen.

“But in a few years, they all fell into poverty and had not enough to eat nor clothes to wear, and the father and mother were no better off”. Evidence from the text states that the sons still got their way but not in the way they expected. And it was true, that the sons had done nothing to help their father and they were filled with shame and they agreed that as long as their father lived they would be joint with him and would not separate again until he died. This shows that the father died because they did not listen to their father and got what they wanted

Explanation:

Answer:

B. Nero was raised with gentleness and care.

Explanation:

Figurative language is a literary device that creates a mental image in the reader through a specific combination of "figurative" and "literal" words that appeal to one's senses (sense of sight, smell, touch or taste).

We can infer that Nero's instructor was  "the flower of morality" which is a figurative expression that appeals to our visual sense to explain that he was a moral man that taught him gentle breeding (raised him with gentleness and care).

Answer:

The figurative language that we have in these lines is Nero's morality was greatest when he was a child.

Explanation:

Figurative language refers to a language that deviates from the conventional work order and meaning in order to convey a complicated meaning,

Insert a semicolon before in fact.

This sentence is made up of two complete sentences and ideas. The first sentence is "He never found the shipwreck". The second sentence is "In fact, she had no interest in diving." When joining two complete sentences there are two options: use a semicolon, or use a comma and a conjunction. Since using a conjunction is not an option, the correct choice is to put a semicolon before in fact.

That statement is true.

Slavery at pre-civil war was only an acceptable practice in southern states. From those southern states, only the people who are rich enough to own their own plantation could buy a slave. So, the number of people who owned slave probably less than 10% of total population.

Internal rhyme in 'The Raven' by Edgar Allan Poe can be seen in the lines with repeating sounds such as 'napping' and 'tapping,' as well as 'before,' creating a musical and eerie mood in the poem.

Examples of internal rhyme from 'The Raven' by Edgar Allan Poe include the repetition of similar sounds within the same line or between lines close to each other. Internal rhymes are used throughout 'The Raven' to create a musical quality and to emphasize the poem's eerie and melancholic mood. Here are three instances of internal rhyme from the text:

'While I nodded, nearly napping, suddenly there came a tapping'

'And so faintly you came tapping, tapping at my chamber door'

'Doubting, dreaming dreams no mortal ever dared to dream before'

These internal rhymes help to enhance the rhythm and mood of the poem, contributing to its lasting impact on readers.

Answer:

A

Explanation:

The true details about the past and future events are more easily shown to  the reader.

The inner thoughts of all the characters are revealed to the reader by the narrator.

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Answer:

a timeline

Explanation:

A timeline refers to a graphic description of the passage of time as a line.  As a result, a student would find it useful to bring to his or her mind an awareness of the series of events that occurred during World War II.

The rest of the options are not as perceptible or beneficial to recall sequences of historical events.

Final answer:

A timeline is the most effective visual aid for remembering the order of events in World War II, as it presents historical occurrences in sequential order unlike maps, photographs, or documentaries.

Explanation:

To remember the order of events in World War II, a timeline would be the most effective visual aid. A timeline can display the sequence of significant events in a chronological format, making it easier for a student to understand the progression of the war. While other options such as a documentary, a photograph, or a map can be beneficial for visualizing different aspects, a timeline provides a direct representation of the order of events. For a more enhanced learning experience, using a combination of visual aids, including images and maps, can complement the information provided by a timeline.

While maps can provide geographical context and photographs can offer visual snapshots of particular moments or figures, they lack the ability to concisely present a series of events over time. Documentaries do tell a story sequentially but are less effective as quick-reference tools compared to a timeline.

Using a timeline aligns with educational insights that visual aids, when well designed, can greatly enhance a student's ability to understand and remember information. Consequently, creating a timeline with significant dates and brief descriptions of each event will help students internalize the sequence of World War II events.

When Oedipus asks the blind prophet for his advice, the chorus is confused because of the answer the prophet provides. He accuses the King Oedipus of being the murderer of the previous king. The chorus are now confused and afraid of the whole situation.

No one can believe that the accusations are truth. They're unsure as to whom they should believe in since phrophets are considered emissaries of the gods and its impossible for them to be mistaken. They now found themselves conflicted.

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Answer:

They want to know who had killed Lauis. So they are asking the gods for conclusion since two men are fighting. They are confused on why Teiresias thinks that Oedipus would do such a thing. Since Oedipus is seen as a well known and great king.

Explanation:

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A monster in literature often symbolizes humanity's darker aspects, with Voldemort from Harry Potter serving as a prime example because of his snake-like appearance and evil actions. Victorian literature like Dr. Jekyll and Mr. Hyde or Dracula also presented monsters as figures hiding under the guise of respectability, criticizing societal norms.

A monster can be defined as a creature that is physically or morally repugnant, often inciting fear or horror in others. In literature, monsters symbolize the darker aspects of humanity or represent a threat to the social order. The monster I find particularly monstrous is Voldemort from the Harry Potter series. He is depicted with snake-like features, pale skin, and slits for nostrils, lacking any warmth or humanity. What makes Voldemort truly monstrous is his behavior; he is power-hungry, utterly cruel, and lacks any semblance of pity or compassion. The author, J.K. Rowling, ensures we recognize his evil character through his actions and his interactions with other characters, as well as the fear and revulsion he elicits in those around him. His personality and physical manifestation vividly represent the horrors that may arise from unbridled ambition and the will to dominate others.

Villains like Mr. Hyde from Strange Case of Dr. Jekyll and Mr. Hyde or the eponymous character in Dracula encapsulate the concept of monsters that dwell within, masquerading as Victorian elites. They are horrifying not just because of their actions, but also due to the shocking revelation of their true natures beneath a veneer of respectability. In this way, these characters provide a critique of societal norms and challenge the perceived integrity of the elite class.

The inferences that can be made about the characters and their motivations in this scene are;

1. B. She sent the nurse to speak with Romeo.

2. B. She agreed to this request.

3. A. Her desire to marry Romeo

4. C. She cares about Juliet's happiness.

An inference is a conclusion that is reached based on evidence.

Learn more about Romeo and Juliet here:

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Answer:

d.The elephant death scene

Explanation:

Things Fall Apart is a novel written by Chinua Achebe in 1958. It is one of the first modern African novel in English that has raised to global success that is widely studied both in Africa and in Westerns Countries. The title of the novel comes from a line in W. B. Yeats' poem "The Second Coming".

The protagonist of the book is Okonkwo, an Igbo leader and describes his family, personal history, and the culture of Igbo people.

Okonkwo asserts his individuality by committing sui'cide, a taboo act in Igbo society, and possibly through the killing of the messenger. Rejecting Nwoye and leaving Umuofia do not primarily reflect his individualism.

The actions through which Okonkwo breaks from his society in favor of his own individuality are B.) He kills himself and potentially A.) He kills the messenger. Both acts are highly individualistic and vehemently go against the community's values and traditions.

The sui'cide is particularly taboo and a direct contradiction to the Igbo society's beliefs, showing Okonkwo's ultimate separation from the community. Additionally, his killing of the messenger can be seen as an act of individual rebellion against the colonial powers that are disrupting his society, though this is more ambiguous as a reflection of personal versus communal defiance.

Option C.) He rejects Nwoye is a reflection of cultural expectations rather than individuality, as Nwoye's conversion to Christianity goes against traditional values, prompting Okonkwo's rejection. D.) He leaves Umuofia for seven years is not a break for individuality, but rather a punishment imposed by the community for an accidental crime.

Answer:

People are more likely to learn and practice morality when it is taught to them with kindness.

Explanation:

The clean-water regulations are burdensome on businesses.

To analyze what the third paragraph suggests about Miss Rejoice, one should examine the text's word choice, tone, and context, considering details like language, actions, and reactions from other characters to determine her traits.

Without the context of the third paragraph referred to in the student's original question, we can infer that Miss Rejoice is a character in a piece of literature. Typically, a description or suggestion of a character's traits is provided through the author's use of language, description, actions, dialogue, and others' reactions to that character. To understand what the third paragraph suggests about Miss Rejoice, one would need to analyze the text for details such as word choice, tone, and context. For example, if the paragraph describes Miss Rejoice speaking gently and kindly to another character, one might infer that she is compassionate or empathetic. If she is depicted as organizing a community event, this could suggest she is proactive and community-minded. Analysis of literature often involves carefully examining word choice for connotations, noting any figurative language used to describe the character, and considering the implications of a character's actions within the context of their environment and the story as a whole.

The question concerns a literary character analysis of Miss Rejoice based on the third paragraph of a text, which requires insight into her described actions and language used. Without the paragraph, it is not possible to offer a precise interpretation of Miss Rejoice's character.

The question seems to center around character analysis based on the content of a third paragraph in a provided text, likely referring to a literary work or a passage where Miss Rejoice is a character. Unfortunately, without the actual content of the third paragraph, it is not possible to accurately deduce Miss Rejoice's characteristics or actions. However, typically, when asked to analyze a paragraph to understand what it suggests about a character, one would look for adjectives, actions, dialogue, or any inferences one can make based on the interactions and behaviors displayed by the character in that specific part of the text.

To provide an accurate analysis of Miss Rejoice, it would be necessary to read the paragraph in question. This would involve identifying descriptive language, analyzing the context, and interpreting any figurative language used to depict the character. Additionally, the surrounding paragraphs would offer further insights into her role within the narrative, her relationships with other characters, and her contributions to the plot or themes of the work.

The structure of this sonnet helps develop the ideas. In the first quatrain the speaker tells someone to mourn for as long as a church bell rings; that is, to forget about him quickly. In the second quatrain, the speaker says that if remembering him would make his beloved sad, it is better to be forgotten completely. Then, in the third quatrain, the speaker says that, if reading the poem, his beloved should not even say the speaker’s name, but instead let love decay like the speaker’s body. In the final couplet, the ideas shift. The speaker worries that people will judge both of them and make fun of them. This is a move from thinking only about the speaker and the beloved to discussing what others think.  

In Sonnet 71 by William Shakespeare, the central themes are mortality, love, and memory, with the speaker urging his beloved to avoid mourning.

In Sonnet 71 by William Shakespeare, the central ideas revolve around the themes of mortality, love, and memory.