A topic sentence is used to bring
to a paragraph.

In the novel "Wuthering Heights" by Emily Brontë, the theme of "ownership" plays a significant role in shaping the relationships and conflicts among the characters. The concept of ownership is explored through various elements such as property, love, and power.

One aspect of ownership in the novel is the physical possession of land and property. The estates of Wuthering Heights and Thrushcross Grange symbolize the social hierarchy and the desire to control and dominate the land. Characters like Heathcliff and Hindley Earnshaw display a possessive nature towards their inherited property, leading to intense rivalries and vengeful actions.

Additionally, the theme of ownership extends to the realm of personal relationships and love. Characters in the novel often view others as possessions, attempting to exert control over their lives and decisions. For example, Heathcliff's obsessive desire to possess Catherine leads to destructive behavior and a relentless pursuit of revenge.

The theme of ownership also intersects with power dynamics, as characters struggle for control and dominance over one another. Heathcliff's rise from a disadvantaged position to a position of power illustrates his determination to gain control and assert ownership over his circumstances and those around him.

In "Wuthering Heights," the theme of ownership explores the complex nature of human relationships, the desire for control, and the consequences of possessiveness. It highlights the destructive effects of such ownership-driven behaviors and raises questions about the true nature of love, freedom, and the boundaries of personal ownership.

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Foreshadowing in the excerpt from Act I, Scene iv of Romeo and Juliet suggests the anticipation of a tragic outcome for Romeo. He expresses his fear that some ominous event linked to the stars will initiate a series of events that will lead to his untimely death. This foreshadows the tragic fate that awaits both Romeo and Juliet and sets the stage for the central conflict of the play.

The foreshadowing connects to the plot by hinting at the dire consequences that Romeo's actions will have. By attending the Capulets' party, Romeo unknowingly sets in motion a chain of events that will ultimately lead to the tragic end of the young lovers. The foreshadowing serves as a warning to the audience that their love is destined for a sorrowful conclusion.

Furthermore, the foreshadowing connects to the central conflict of the play, which revolves around the feud between the Capulets and Montagues. Romeo's presence at the party, where he falls in love with Juliet, adds fuel to the existing conflict and complicates the already tense situation between the two families. The foreshadowing emphasizes the inevitability of the tragic outcome and heightens the dramatic tension surrounding the central conflict.

In summary, the foreshadowing in Romeo's lines foretells the tragic fate that awaits him and Juliet. It connects to the plot by hinting at the consequences of their actions, and it ties into the central conflict by escalating the tensions between the feuding families.

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The probable question may be:

Romeo: I fear too early; for my mind misgives

Some consequence yet hanging in the stars

Shall bitterly begin his fearful date

With this night's revels, and expire the term

Of a despised life clos'd in my breast

By some vile forfeit of untimely death.

–Romeo and Juliet,

William Shakespeare

Read this excerpt from Act I, Scene iv, in which Romeo is talking about going to the Capulets’ party. Then, choose the best answer for each question.

What is being foreshadowed here?

How does foreshadowing connect to the plot and the central conflict?

Foreshadowing the outcome of the play (option d).

In this excerpt, the phrase "the fearful passage of their death-mark'd love" suggests that the love between the two main characters is doomed and will ultimately result in their deaths. This foreshadows the tragic ending of the play, where both Romeo and Juliet meet their untimely demise.

The passage also mentions "the continuance of their parents' rage," highlighting the ongoing conflict between the families of Romeo and Juliet. This rage plays a significant role in the unfolding of events and contributes to the tragic outcome of the story.

The line "which, but their children's end, nought could remove" emphasizes that nothing but the death of Romeo and Juliet could bring an end to the long-standing feud between their families. This foreshadowing sets the stage for the audience to anticipate the tragic conclusion and adds a sense of tension and impending doom to the play.

Therefore, the purpose of this excerpt is to foreshadow the outcome of the play, hinting at the tragic fate of the young lovers due to the unyielding hostility between their families.

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Answer:

direct

Explanation:

Foreshadowing in this excerpt from Act I, Scene iv of Romeo and Juliet suggests the tragic fate that awaits the young lovers. Romeo expresses a sense of foreboding as he prepares to attend the Capulets' party. He says, "I fear too early; for my mind misgives / Some consequence yet hanging in the stars / Shall bitterly begin his fearful date." This foreshadows the future events that will unfold, indicating that something significant and disastrous is destined to occur.

The foreshadowing connects to the plot and the central conflict by hinting at the impending conflict between the Capulets and the Montagues. Romeo, a Montague, is aware of the potential dangers of attending the enemy's party.

His apprehension reflects the ongoing feud between the two families, which serves as a major source of conflict throughout the play.

Furthermore, the foreshadowing is linked to the central conflict of the play—the forbidden love between Romeo and Juliet. Their love becomes entangled in the larger feud, leading to tragic consequences.

Romeo's premonition of a "fearful date" indicates that their love story will be marred by external forces and ultimately end in sorrow.

Overall, the foreshadowing in this excerpt serves to heighten the tension and anticipation, alerting the audience to the forthcoming tragedy that will impact both the plot and the central conflict of Romeo and Juliet.

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The first line of the poem "Hope" is the thing with feathers" is an example of personification.

1. The first line of the poem is "Hope" is the thing with feathers."

2. To determine the type of figurative language used in this line, we need to analyze the words and their meaning.

3. In this line, the poet gives the quality of having feathers to hope, which is not a characteristic of hope in reality.

4. Personification is a figurative language technique where human attributes or qualities are given to non-human objects or ideas.

5. In this case, the poet personifies hope by giving it the ability to possess feathers.

6. By using personification, the poet aims to make hope more relatable and tangible to the reader.

7. Thus, the first line of the poem "Hope" is the thing with feathers" is an example of personification because it assigns the characteristic of having feathers to hope, which is a non-human concept.

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Answer: The author believes the experience dehumanizes people both on and off the train.

Explanation: In Night, Elie Wiesel shares his experience in the Nazi concentration camps. Through the book, he writes how the values of humanity are lost and some of the concepts he grew up with are useless now.

In this excerpt, we can see how the situation happening inside the wagon is inhuman because the people on the train are considered to be less than humans, more like animals, because their need for food makes them fight for something as minimal as a crust of bread.

One of the values that make us human is solidarity and the ability to share feelings with other humans. In this excerpt, we can also see that the passersby and the workers enjoy watching people fight for bread crumbs. Therefore, they have lost this value, becoming less human for it.

Answer: (D) To create a story with more than one main character.

Explanation: A third-person narrator is a type of narrator who tells the story from outside the perspective of any of the characters. A third-person narrator can be omniscient, meaning that they know everything about the characters and the events, or limited, meaning that they only know what one or a few characters know. A third-person narrator can also be objective, meaning that they only report what happens without any commentary or interpretation, or subjective, meaning that they express their own opinions or judgments about the story.

One of the reasons why an author might choose to use a third-person narrator is to create a story with more than one main character. A third-person narrator can switch between different characters’ points of view and show their thoughts, feelings, actions, and interactions. This way, the author can develop multiple characters and plotlines, explore different themes and perspectives, and create a more complex and realistic story. For example, in George R.R. Martin’s A Song of Ice and Fire series, each chapter is told from the point of view of a different character, allowing the author to create a vast and intricate world with many characters and conflicts.

However, using a third-person narrator also has some drawbacks. For instance, a third-person narrator may create more distance between the readers and the characters, making it harder for the readers to empathize or identify with them. A third-person narrator may also confuse or overwhelm the readers if there are too many characters or shifts in perspective. A third-person narrator may also lose some of the intimacy and immediacy that a first-person or second-person narrator can provide. Therefore, an author needs to consider the purpose and effect of using a third-person narrator before choosing this type of narration.

Hope this helps, and have a great day! =)

An author might choose to use a third-person narrator for several reasons:

1. To show the thoughts and feelings of multiple characters: By using a third-person narrator, the author can provide insights into the thoughts and emotions of different characters. This allows the reader to gain a deeper understanding of various perspectives within the story.

2. To maintain an objective point of view: Third-person narration provides a more objective viewpoint compared to first-person narration. It allows the author to present events and characters in a balanced manner, without bias or limited knowledge.

3. To create a sense of detachment or distance: Third-person narration can create a sense of distance between the reader and the characters. This can be effective when the author wants to explore themes or ideas from a more detached perspective.

4. To provide a broader scope: Using a third-person narrator allows the author to depict a wider range of events, locations, and characters. This can result in a more comprehensive and expansive story, as the reader is exposed to different perspectives and storylines.

Explanation:

It's important to note that while these are common reasons why an author might choose a third-person narrator, there can be other creative and unique motivations behind this choice. Ultimately, the author's decision depends on the specific goals and intentions they have for their story.

Steven and Miles disagreed about what to do with the money they had found. While Steven wanted to donate it to a local charity, Miles believed they should keep it for themselves. Their differing opinions led to a heated argument, but eventually, they decided to find a compromise that would satisfy both of them.

1. Steven and Miles discovered a sum of money, and each had a different idea about how to use it.

2. Steven proposed donating the money to a local charity, emphasizing the importance of giving back to the community.

3. On the other hand, Miles was more inclined to keep the money for themselves, arguing that they had found it fair and square.

4. Their conflicting viewpoints sparked a disagreement between the two friends, as both felt strongly about their positions.

5. To resolve the issue, they decided to have an open and respectful discussion, allowing each other to express their perspectives.

6. During the discussion, Steven explained his reasons for wanting to donate the money, highlighting the positive impact it could have on the lives of those in need.

7. Miles, in turn, expressed his concerns about potentially losing the opportunity to improve their own lives if they gave the money away.

8. Recognizing the value of compromise, Steven and Miles searched for a solution that would satisfy both of their desires.

9. After much deliberation, they reached a middle ground: they would donate a portion of the money to the charity while keeping the remainder for themselves.

10. This compromise allowed them to support a cause they cared about while also benefiting personally.

11. In the end, Steven and Miles realized that their differing opinions had led to a more thoughtful decision and strengthened their friendship.

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Jean expects to feel embarrassed about living in China once she lands in America.

1. Jean's expectation of feeling embarrassed about living in China stems from her perception of America as a superior country.

2. She may believe that America offers a more advanced and desirable lifestyle compared to China.

3. Jean might be influenced by societal narratives and media portrayals that depict America as a land of opportunities and success.

4. She may feel self-conscious about her Chinese identity and fear being judged or discriminated against in America.

5. Jean's anticipation of embarrassment could also be linked to potential cultural differences and language barriers she may encounter in America.

6. She might worry about not fitting in or facing challenges in adapting to a new environment.

7. Jean's expectation of embarrassment could be fueled by personal insecurities or a desire to conform to Western standards.

8. It's important to note that these expectations are subjective and influenced by Jean's individual perspective and experiences.

9. Once Jean lands in America, her actual emotions and experiences may differ from her initial expectations, as they can be influenced by a variety of factors such as her interactions with people, cultural assimilation, and personal growth.

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Langston Hughes uses rhyme and repetition jazz formats in his poem titled “Harlem” to emphasize how African American dreams remained unfulfilled.

This poem is written in free verse form and its main theme is the realization of the American dream. The poem portrays the idea that people's dreams are like fruits and when they go bad, it symbolizes the unfulfilled dreams of African Americans. Hughes uses the metaphor of a "raisin in the sun" to refer to these unfulfilled dreams. He implies that when a dream is deferred, it withers away and becomes like a raisin.

Hughes is particularly critical of the American dream and how it relates to African Americans. The poem is written in a tone of frustration and disappointment. The rhyming structure of the poem emphasizes this frustration and anger.

The repetition of the phrase "Does it dry up like a raisin in the sun?" is significant in emphasizing the unfulfilled dreams of African Americans. The use of the words "dry up" and "raisin in the sun" implies the feelings of frustration, anger, and sadness that are associated with these unfulfilled dreams.

In conclusion, Langston Hughes uses the jazz format of repetition and rhyme to highlight the unfulfilled dreams of African Americans in his poem titled “Harlem”. He uses this technique to create a sense of frustration, anger, and sadness associated with the unfulfilled dreams of African Americans.

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Both "try not to" and "try to not" are grammatically correct constructions, but they have slightly different meanings and usage.

"Try not to" is the more commonly used and natural-sounding phrase. It indicates an effort to avoid or refrain from doing something. For example, "Try not to eat too much junk food" means to make an effort to avoid consuming excessive junk food. On the other hand, "try to not" suggests attempting to actively perform an action that involves not doing something. It places emphasis on the action that is being attempted.

For instance, "Try to not let your emotions affect your decision-making" implies making an effort to actively control or prevent one's emotions from influencing decision-making. In most cases, "try not to" is the preferred construction as it aligns more closely with standard usage and idiomatic expressions.

However, "try to not" can be used when a specific emphasis on actively attempting to perform an action while not doing something is desired. Ultimately, the choice between the two depends on the intended meaning and emphasis in a given sentence or context.

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In Chapter 25 of The Grapes of Wrath, the fruits and crops are destroyed because there is nobody to eat them. The correct answer is option B.

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The correct question would be as

In Chapter 25, why are the fruits and crops destroyed?

A. Because they were full of disease and parasites

B. Because there is nobody to eat it

C. Because the companies need to keep prices up

D. Because the farmers had to move​

1. People have various reasons for immigrating to another country including Economic opportunities, Political stability and security, Education and professional development, and Family reunification.

2. The United States has historically been a popular destination for immigrants due to Economic opportunities, Educational excellence, Political and social stability, Cultural diversity, and social mobility.


1. People have various reasons for immigrating to another country. These motivations can be categorized into several broad factors:

a) Economic opportunities: Many individuals seek better job prospects, higher wages, and improved living conditions. They may hope to escape poverty, unemployment, or limited economic growth in their home countries.

b) Political stability and security: People may immigrate to escape political unrest, persecution, or human rights violations. They seek safety, freedom, and a more stable environment for themselves and their families.

c) Education and professional development: Individuals may choose to migrate to access quality education and enhance their skills or pursue higher academic qualifications. This can lead to better career prospects and personal growth.

d) Family reunification: Some immigrants aim to join their relatives who have already settled in another country. They seek to reunite with loved ones and build a new life together.

2.The United States has historically been a popular destination for immigrants due to several factors:

a) Economic opportunities: The U.S. offers a robust and diverse economy with numerous employment prospects across various industries. It has a reputation for innovation, entrepreneurship, and a high standard of living.

b) Educational excellence: American universities are renowned for their quality education and research opportunities. Many students choose to study in the U.S. to benefit from its academic prestige.

c) Political and social stability: The U.S. has a long-standing democratic tradition, constitutional protections, and a strong rule of law. These factors contribute to a sense of stability and security.

d) Cultural diversity and social mobility: The United States is known as a melting pot of cultures, providing an environment that encourages social integration and diverse experiences. Additionally, the American Dream, the belief in upward social mobility, has historically attracted immigrants in pursuit of a better future.

It is important to note that individual motivations can vary, and immigration decisions are influenced by personal circumstances, aspirations, and the global socio-political landscape.

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The author had a relaxing and fun-filled midterm break. They visited their grandparents in a rural area, went to the beach with their family, and spent time at home with their siblings. They enjoyed reading books and having a break from school.

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The complete and free-of-fragment answer is " She always comes to class early. Yesterday, for example, she arrived fifteen minutes before class started." The correct answer is option A.

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Dear Diary,

Day 1:

Today has been a rollercoaster of emotions. I woke up with a mix of excitement and nervousness in anticipation of receiving my school report for Standard 6.

As I made my way to school, my mind raced with thoughts of how well I had done throughout the year. I had put in countless hours of studying and felt confident about my performance in all the subjects.

However, as the teacher handed me the report, my heart sank. I couldn't believe what I saw. The grades were far from what I had expected. It felt like a punch to the gut. Disappointment and sadness washed over me, and I could feel tears welling up in my eyes. How could I have failed?

Day 2:

After a night of restless sleep, I woke up with a heavy heart. Today, I mustered the courage to face my failure. As I reflected on the report, I realized that this setback doesn't define me. It's a temporary setback that I can learn from.

I decided to take responsibility for my actions and seek guidance from my teachers and parents. They assured me that failing one year doesn't mean the end of the world. It's an opportunity to grow, learn, and improve. Their support gave me a glimmer of hope, and I started to see this failure as a stepping stone rather than an insurmountable obstacle.

Though it's tough, I'm determined to work harder, identify my weaknesses, and seek extra help to ensure that I overcome this setback. I know that success is not always linear, and this experience will make me stronger, more resilient, and more determined to achieve my goals.

With a renewed sense of purpose, I'm ready to face the challenges ahead and turn this failure into a catalyst for growth.

Yours sincerely,

Krishna

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Answer:

well, i can say that the dinner was a complete disaster

Elizabeth's independence and confidence reflect her social rank is how the expected etiquette of the time and society affect Elizabeth's characterization. The answer is option D.

Etiquette, during the Georgian era, was given much importance. Each social class had its own set of guidelines that they were expected to follow. Following the rules of etiquette and behaving in a specific manner was essential for a person to be considered respectable or noble.

According to the excerpt from chapter 8 of Pride and Prejudice by Jane Austen, Elizabeth Bennet, the protagonist, enters the room wearing dirty clothes, and Mr. Bingley fails to notice it, while Miss Bingley takes offense at it. The conversation that follows portrays Elizabeth as an independent and confident woman, which in turn reflects her social rank in the society of the Georgian era. The expectation of society during the Georgian era was that women should behave modestly and delicately.

They were supposed to dress appropriately and be accompanied by a man when traveling. Elizabeth, on the other hand, is portrayed as a strong-willed woman who is not afraid to be independent and does not worry about her appearance as much as other women might have. This behavior on Elizabeth's part indicates that she is secure in her position in society and does not feel the need to follow the expected conventions. Hence, her independence and confidence reflect her social rank.

Option D is correct answer.

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One valuable lesson I learned in my life was during my first year of college. I had always been an organized and disciplined individual, excelling in academics and extracurricular activities.

However, the transition to college brought about new challenges and responsibilities that I was unprepared for. During that time, I took on a heavy course load, joined multiple clubs, and also worked part-time. I thought I could handle everything without compromising my performance in any area.

But as weeks went by, I found myself overwhelmed and struggling to keep up with the demands of my commitments. It was during one particularly stressful period when I had an important exam, a club event to organize, and work deadlines to meet, that I hit a breaking point.

I realized that I had spread myself too thin and was sacrificing my well-being and the quality of my work. This experience taught me the importance of prioritization and balance. I learned that it is crucial to evaluate the significance of each commitment and allocate time and energy accordingly.

I understood that it is okay to say no or delegate tasks when necessary. I also recognized the importance of self-care and the need to maintain a healthy work-life balance. This lesson has had a profound impact on my life ever since.

By learning this lesson early on, I have been able to apply it to various situations, whether it be in my education, career, or personal relationships. It has helped me navigate challenges, make informed decisions, and lead a more fulfilling and well-rounded life.

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Answer: B

Explanation: Hope this helps:)

Answer:

A

Explanation:

Answer:

B order of importantance

Jean's perspective on the Golden Gate is influenced by her previous trips, stories she was told, books she has read, and the other ship passengers.

Jean's perspective on the Golden Gate is influenced by several factors. Firstly, her previous trips to the United States play a significant role. These experiences have given her a firsthand glimpse of the iconic bridge and have shaped her perception of it. The memories and emotions associated with those trips contribute to how she views the Golden Gate.

Furthermore, stories that Jean has been told for years have also had an impact on her perspective. These narratives, perhaps shared by family or friends, have painted a picture of the Golden Gate in her mind. They might have described its grandeur, its historical significance, or even personal anecdotes related to the bridge. These stories have likely instilled a sense of wonder or admiration within Jean.

In addition to personal experiences and stories, books have played a role in shaping Jean's perspective. Through literature, she has gained knowledge about the Golden Gate's construction, its architectural marvel, and its cultural symbolism. The information gleaned from these books has likely deepened her understanding and appreciation of the bridge.

Lastly, the other passengers on the ship contribute to Jean's perspective on the Golden Gate. Interacting with fellow travelers who share their own thoughts and experiences can influence her perception. Conversations, discussions, and observations of the reactions of others can provide Jean with different perspectives, insights, and even new information about the Golden Gate.

In summary, Jean's perspective on the Golden Gate is influenced by her previous trips to the United States, stories she has been told for years, books she has read about it, and the other passengers on the ship. These various sources have collectively shaped her understanding, emotional connection, and overall viewpoint on this iconic bridge.

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Answer:

Stories she was told for years.. (answer B)

Explanation:

.

Through his actions, decisions, and words, Forrest Fenn's prioritization of a fulfilling life over accumulating wealth is consistently emphasized in "The Thrill of the Chase."

In the feature story "The Thrill of the Chase," the author, Goldsmith, employs an extended format to delve into the ideas and events surrounding Forrest Fenn and his philosophy on life.

Through Fenn's actions, decisions, and words, the author reveals a consistent pattern that highlights Fenn's prioritization of leading a fulfilling life over accumulating wealth.

From the very introduction of the piece, Goldsmith sets the tone by describing Fenn as a wealthy art dealer who decides to hide a treasure chest filled with valuables in the wilderness.

This choice alone demonstrates Fenn's inclination toward adventure, mystery, and the pursuit of experiences that go beyond material wealth.

As the story progresses, the author presents Fenn's various exploits, such as exploring remote areas and engaging in art collecting, which further underlines his desire for a rich and multifaceted existence.

The body of the article provides specific examples and quotes that solidify Fenn's values. For instance, when Fenn states, "The real treasure is in the thrill of the chase," it encapsulates his belief that the journey itself holds more significance than the destination or the monetary rewards.

Goldsmith also highlights Fenn's decision to spend his final years searching for the treasure he hid, rather than focusing on his wealth or comfort, emphasizing his commitment to living life to the fullest.

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1. Henry: Henry exhibits strong characteristics as a leader. He is confident, decisive, and possesses great integrity. His primary characteristic is his unwavering determination to achieve his goals.

2. Rachel: Rachel is a weak character, primarily due to her lack of self-confidence and assertiveness. She often doubts herself and is easily influenced by others, making her vulnerable to manipulation.

3. Jasper: Jasper is a strong character known for his intelligence and strategic thinking. He is resourceful, adaptable, and has a natural talent for problem-solving. His primary characteristic is his ability to stay calm under pressure.

4. Rose: Rose is a weak character who tends to be passive and indecisive. She lacks the initiative to take charge of her own life and often relies on others to make decisions for her.

5. Felicia: Felicia is a strong character characterized by her resilience and determination. She faces challenges head-on and never gives up easily. Her primary characteristic is her unwavering perseverance.

6. Norman: Norman is a weak character as he struggles with self-doubt and lacks confidence. He tends to be easily influenced by others and lacks the assertiveness to stand up for himself.

1. Henry: Evaluate Henry's actions, behavior, and dialogue throughout the story. Look for instances where he demonstrates leadership qualities, such as making tough decisions, inspiring others, or taking charge in difficult situations. Assess his level of confidence, integrity, and determination, which are indicators of a strong character.

2. Rachel: Analyze Rachel's behavior and interactions with other characters. Note instances where she displays self-confidence and assertiveness, or where she lacks these qualities. Consider whether she is easily influenced by others or if she takes initiative in making decisions. These factors contribute to determining her character strength.

3. Jasper: Observe Jasper's problem-solving skills, intelligence, and adaptability. Look for instances where he demonstrates strategic thinking, resourcefulness, and the ability to stay calm under pressure. These qualities indicate a strong character.

4. Rose: Examine Rose's decision-making process and her level of autonomy. Assess whether she actively participates in shaping her own life or if she relies heavily on others to make choices for her. Consider her assertiveness and ability to take charge, as these traits contribute to character strength.

5. Felicia: Evaluate Felicia's resilience and determination in the face of challenges. Look for instances where she refuses to give up, even when faced with adversity. Assess her perseverance and how she deals with setbacks, which are indicators of a strong character.

6. Norman: Analyze Norman's level of confidence and self-assurance. Look for instances where he displays assertiveness or lacks it. Consider whether he easily succumbs to the influence of others or if he has the strength to stand up for himself. These factors contribute to determining his character strength.

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These are rewritten as:

The bellies of men → Men's bellies.

The belt of a lady → A lady's belt.

The books of the students → The students' books.

The house of my parents → My parents' house.

By engaging the pupils in identifying possessives in a story and encouraging them to create their own sentences, you provide them with practical application and reinforcement of the concept. This approach helps them better understand and grasp the use of possessives with apostrophes.

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Answer: D

Explanation:The Dark Game uses historical examples from the Civil War. The Code Book also uses historical examples, but

from the Cold War.

The memoir and article, written by Julia Alvarez and Mark Memmott, respectively, present a similar idea of the Trujillo dictatorship in the Dominican Republic. Alvarez's memoir, "A Genetics of Justice," provides an in-depth look into the true nature of the dictatorship and how it affected her family.

The author reveals how the people who disappeared were actually victims of the regime's attempts to silence opposition. The narrator's father had narrowly escaped twice, while many others lost their lives due to the regime's violence.

In "Remembering to Never Forget," Memmott recounts the story of Trujillo's soldiers using a unique method of identifying those who would be killed. If a person was unable to trill the "r" in perejil (Spanish for parsley), they were assumed to be Haitian Creole speakers and likely to be killed. This article provides an in-depth look into the regime's attempts to eliminate the Haitian population in the Dominican Republic, including the use of brutal methods like the one described above.

The two works provide a unique insight into the Trujillo dictatorship, but they present their ideas in different ways. Alvarez's memoir is personal and reflects on the impact of the dictatorship on her family, while Memmott's article takes a more objective approach to the subject matter. Nonetheless, both authors provide valuable insights into the dictatorship and its atrocities.

The question was incomplete, Find the full content below:

Write one paragraph comparing the memoir and the article. Compare how the writers present similar ideas to the reader. Include evidence from the text to support your comparison.

By the time my mother married my father, however, she knew all about the true nature of the dictatorship. Thousands had lost their lives in failed attempts to return the country to democracy. Family friends, whom she had assumed had dropped away of their own accord, turned out to have disappeared. My father had been lucky. As a young man, he had narrowly escaped to Canada after the plot he had participated in as a student failed. This was to be the first of two escapes. That same year, 1937, El Generalísimo ordered the overnight slaughter of some eighteen thousand Haitians, who had come across the border to work on sugarcane plantations for slave wages. It was from my father that my mother learned why Trujillo hated blacks with such a vengeance, how he disguised his own Haitian ancestry, and how he lightened his skin with makeup.–“A Genetics of Justice,”

Julia Alvarez The method his soldiers used in 1937 to try to identify those who would be killed was cruelly unique. When confronting someone in the lands along the border with Haiti, they would hold up a sprig of parsley and ask what it was. If the person responded by trilling the "r" in perejil (Spanish for parsley), he would be free to go. Anyone who didn't trill the "r" was thought to be a Haitian Creole speaker—and was likely to be killed. –“Remembering to Never Forget,”

Mark Memmott

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