The audience was restless until the performance began.
The adverb clause in this sentence is "until the performance began."It functions as an adverbial modifier, providing information about the duration of the restlessness of the audience.An adverb clause is a dependent clause that functions as an adverb within a sentence. It contains a subject and a verb and provides information about the time, place, manner, condition, reason, or purpose of the main clause.
Adverb clauses are introduced by subordinating conjunctions like "until," "since," "while," "because," or "if." They modify verbs, adjectives, or other adverbs in the main clause, adding more detail and answering questions such as how, when, where, why, or to what extent.
Adverb clauses enhance the complexity and meaning of a sentence by providing additional information and context.
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Which of these questions best helps you develop a thesis statement early in the writing process what is my indicate an argument
"What am I trying to say about that topic?" best helps in developing a thesis statement early in the writing process. Thus, option D is the correct option.
Developing a thesis statement requires a clear understanding of the writer's main argument or perspective on the topic. By asking "What am I trying to say about that topic?", the writer can focus on identifying their central message or claim.
This question encourages the writer to articulate their stance or opinion, which serves as the foundation for the thesis statement. Once the writer determines their main argument, they can then proceed to organize their writing, outline supporting ideas, and develop an effective structure for their paper.
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The full options are:
a. What is my plan for organizing my writing?
b. What is my indirect argument?
c. What are my supporting ideas?
d. What am I trying to say about that topic?
In this quote, Bierce compares authors' thoughts to
horses, He says that some authors' thoughts are
like a horse that is tied up, while others' thoughts
are like a horse that is free.
According to the passage, which horse represents
an author's thoughts in a romance?
Answer:
Like a horse that is free.-yall probably only want this
Explanation:
Love is free like the air and wind moving freely, while feeling like the warm breezy wind.
Answer: ✔ a horse that is free
Explanation:
Exercise 1 Label each noun con. if it is concrete, abst. if it is abstract, col. if it is collective, and prop. if it is proper. Underline each conjunction.
Kenji ate cookies as long as there were some on the plate.
Kenji ate cookies as long as there were some on the plate.
Concrete: cookies, plate, there, some
Abstract: ate, long, were, on,
Proper: Kenji
Underlined conjunction: as
A conjunction is a part of speech used to connect words, phrases, or clauses in a sentence. Its function is to show the relationships between different elements and coordinate or depend on their meanings. Common conjunctions include 'and', 'but', 'or', 'nor', 'for', 'again' and 'so'.
Coordinating conjunctions join elements of equal importance while subordinating conjunctions introduce dependent clauses. Conjunctions play an important role in sentence structure and help create cohesion and coherence by linking ideas together.
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Using your knowledge of Greek and Latin roots, an intersection that joins four different roads can also be called:
a cinema.
a migration.
an archive.
a junction.
Answer:
Pretty sure it's D. a junction
Explanation:
Identifying Types of Setting Details
Quick
Check
Sort the setting details into the correct category.
It was a long way from Chicago.
It happened in New York City.
The car had just been invented.
The sun was high in the sky.
The year was 1967.
It was 2:00 in the afternoon.
Stated Details
Implied Details
Stated Details:
It happened in New York City.
The car had just been invented.
The year was 1967.
It was 2:00 in the afternoon.
Implied Details:
It was a long way from Chicago.
The sun was high in the sky.
Stated details explicitly mention specific information about the setting, such as the location (New York City), the time period (1967), and the time of day (2:00 in the afternoon).
Implied details provide indirect information about the setting without explicitly stating it. In this case, the implied details suggest that the location is far from Chicago and that it is daytime with the sun being high in the sky.
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Exercise 1 Add commas where necessary. Cross out commas used incorrectly by using the delete symbol . Write C in the blank if the sentence is correct as written.
Very truly yours, Ms. Julia Pataky
Very truly yours, Ms. Julia Pataky. The sentence is correct as written.
A sentence is a grammatical unit that consists of words expressing a complete thought or idea. It typically contains a subject (the noun or pronoun that performs the action) and a predicate (the verb that describes the action or state of being). A sentence can stand alone as a complete statement, question, command, or exclamation. It conveys meaning and communicates information or expresses thoughts, feelings, or instructions. Sentences are fundamental units of communication in written and spoken language, allowing us to express ourselves and interact with others effectively.
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what is the effect of the figurative language used in this excerpt? choose two answers. it reveals hamlet’s anger with himself. it reveals hamlet’s love for ophelia. it reveals hamlet’s plan for retaliation. it reveals hamlet’s hesitation to act. it reveals hamlet’s distrust of gertrude.
The answer to the question is that the figurative language reveals Hamlet's anger with himself and his hesitation to act.
The following effects of figurative language can be observed in the excerpt: it reveals Hamlet's anger with himself and it reveals Hamlet's hesitation to act.
William Shakespeare’s drama "Hamlet" is one of the most celebrated plays of English literature.
The play revolves around Hamlet, a prince who becomes consumed by revenge and is finally brought to his tragic end.
In the excerpt below from Act III, Scene 1 of Hamlet, the effect of figurative language used in this excerpt is revealed.
The excerpt reveals Hamlet's anger with himself and his hesitation to act.
He uses metaphorical language to express his internal conflict and frustration.
He is frustrated with himself for not being able to move on from his father's death and for being unable to take action against his uncle.
The line, "To be or not to be," is an example of the most famous line from the play.
The line is a metaphor for life and death and reflects Hamlet's melancholic character and his deep inner turmoil.
The use of figurative language in this excerpt serves to heighten the dramatic tension and the inner turmoil of Hamlet. It also reveals his anger with himself for being unable to act and his hesitation to take revenge against his uncle.
Thus, the answer to the question is that the figurative language reveals Hamlet's anger with himself and his hesitation to act.
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For more than four lines of prose in your text, place ________ quotations in a free-standing block of text and omit quotation marks
Answer:
For more than four lines of prose in your text, place Long quotations in a free-standing block of text and omit quotation marks.
Explanation:
Victoria is from Nigeria question tag
Victoria cannot be from Nigeria.
why does hosseini describe the secretary at the american embassy in such detail? what is her significance to the story?
In The Kite Runner, Hosseini details a US Embassy clerk who serves several purposes. First, it represents a striking contrast between Afghan and American culture, emphasizing the presence of Western influences.
Second, her interactions with Amir foreshadow future plot developments and provide subtle clues to political unrest and change in Afghanistan. Finally, her character contextualizes the narrative into a broader historical and international framework, emphasizing the impact geopolitical events have on her personal life.
Overall, the importance of the Director is to add depth to the story, provide cultural and historical context, and anticipate the unfolding events that shape the lives of the characters.
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In the sentence My supervisor and I recently interviewed four outstanding candidates for the accounting position, the word I functions as a(n) pronoun interjection adjective noun In the sentence Our company will be hiring 50 new employees, the words will be hiring are a(n) independent clause verb phrase dependent clause complete predicate
In the sentence "My supervisor and I recently interviewed four outstanding candidates for the accounting position," the word "I" functions as a pronoun.
A pronoun is a word used to replace a noun or noun phrase, specifically in this case, to refer to oneself. In this sentence, "I" is used to refer to the speaker or writer. Regarding the sentence "Our company will be hiring 50 new employees," the words "will be hiring" form a verb phrase. A verb phrase consists of a main verb (in this case, "hiring") along with any auxiliary or helping verbs (in this case, "will be").
The verb phrase acts as the predicate of the sentence, expressing the action or state of being. It is important to note that an independent clause is a group of words that can stand alone as a complete sentence, expressing a complete thought. In this case, "Our company will be hiring 50 new employees" is an independent clause as it forms a complete sentence on its own.
A dependent clause, on the other hand, cannot stand alone as a complete sentence because it does not express a complete thought. It relies on an independent clause to provide the necessary context or additional information. However, the sentence provided does not contain a dependent clause.
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Select the correct answer from the drop-down menu.
How does paragraph 6 refine the author's idea about the problem with illustrations of moths?
The author refines her idea by
Paragraph 6 refines the author's idea by explaining how moths mistake artificial lights for celestial navigational cues, disrupting their natural migration patterns.
exploring the specific characteristics and behavior of moths that contribute to the problem. She discusses how moths are attracted to artificial light sources, leading them to become disoriented and exhausted.
This refining of the author's idea is evident in paragraph 6, where she highlights that moths mistake artificial lights for celestial navigational cues, which disrupts their natural migration patterns.
In the preceding paragraphs, the author establishes the problem of moths being drawn to artificial lights, causing harm to both the moths themselves and the ecosystems they inhabit.
However, paragraph 6 delves deeper into the mechanics of this issue by explaining the underlying reasons behind the moths' attraction to lights.
The author's refinement centers on the fact that moths have evolved to navigate using celestial cues such as the moon and stars. However, the introduction of artificial lights disrupts this natural navigation system, leading moths astray.
By explaining this specific mechanism, the author enhances the reader's understanding of the problem and underscores the significance of finding a solution.
Overall, paragraph 6 refines the author's idea by providing a more detailed explanation of how moths' natural instincts and behaviors intersect with the issue of artificial light attraction.
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Exercise 1 Draw one line under the indefinite pronoun subject. Draw two lines under the correct form of the verb.
Most of the class (do, does) push-ups each morning.
The indefinite pronoun subject of the sentence is: Most of the class
The correct form of the verb is Does.
What is the indefinite pronoun?An indefinite pronoun is a pronoun that does not refer to any noun in particular. This means that the animal, place, or thing being talked about is not given a specific name. Some examples of indefinite pronouns include anything, everyone, something, and "most of the class" as is the case in the sentence above.
Also, the correct form of the verb is "does" because a plural subject should be matched with a singular verb. So, the indefinite pronoun subject in the above sentence is "most of the class."
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Exercise 1 Underline each adjective or adverb clause. Draw an arrow from the clause to the word it modifies. In the blank, write adj. (adjective) or adv. (adverb) to tell what kind of clause it is.
The exchange student that you met was from Spain.
The exchange student that you met was from Spain. The adjective clause is "that you met".
In the given sentence, the adjective clause is "that you met" which modifies the noun "student." The arrow should point from the clause to the word "student."
Additionally, the adjective clause "that you met" functions to provide more information about the exchange student, specifying which student is being referred to. Therefore, it is an adjective clause. An adjective clause is a dependent clause that functions like an adjective by modifying the noun or pronoun in a sentence, providing additional information, or describing the noun or pronoun.
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Exercise 1 Write run-on next to each run-on sentence.
Joseph Pulitzer Jr., his grandson, serves on the advisory board.
the sentence: Joseph Pulitzer Jr., his grandson, serves on the advisory board, is not a run-on sentence. When two or more independent clauses are connected together without the appropriate punctuation or conjunctions, a run-on sentence is produced.
The clauses are combined into a single, protracted sentence rather than being properly separated. Run-on sentences can be confusing and make it challenging to read and comprehend the content. They frequently don't have the appropriate pauses or breaks to effectively convey the message.
Run-on sentences should be recognized and fixed by inserting the proper punctuation, such as commas, semicolons, or conjunctions like "and," "but," or "however." The clarity and overall flow of the text are improved by using proper sentence structure, which makes it simpler for readers to understand.
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Exercise 1 Diagram the following sentences with clauses.
The custodian knew where the missing keys were.
It is possible to diagram the sentence "The custodian knew where the missing keys were" by separating it into two clauses, one independent and one subordinate.
The custodian ---- knew
│
where the missing keys were
How do we diagram sentences?Sentence diagramming is a visual technique employed to examine and depict the arrangement and connections within a sentence. It entails deconstructing the sentence into its fundamental elements (like subject, verb, object, etc.) and portraying them in a diagram using lines and symbols.
In the diagram, the subject "The custodian" is positioned at the top, followed by the verb "knew" connected by a horizontal line. Below the verb, the subordinate clause "where the missing keys were" is connected by a vertical line, representing the clause's relationship to the verb. The clause itself contains its own subject "keys" and verb "were."
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1)write a descriptive story of more then 350 words using all literary devices
a)Simile
b)Metaphor
c)Imagery
d)Personification
e) Point of view
Once upon a time, in a quaint little village nestled among rolling hills, there lived a young girl named Lily. She had eyes as blue as the summer sky and hair as golden as the sun. Her laughter echoed through the streets, filling the air with a melody that enchanted everyone who heard it.
Lily's spirit was as free as a bird soaring through the heavens. She danced through life with grace and joy, her movements as fluid as a gentle stream winding its way through a lush meadow. Her laughter was like silver bells tinkling in the wind, bringing a smile to the faces of all who heard it.
One day, as the sun painted the sky in hues of orange and pink, Lily ventured into the enchanted forest. The trees stood tall and proud, their branches reaching for the heavens like arms yearning for embrace. The air was thick with the scent of wildflowers, their fragrance wrapping around Lily like a warm embrace.
As she wandered deeper into the forest, Lily came across a babbling brook. Its crystal-clear waters danced over smooth pebbles, glistening in the sunlight like a necklace of diamonds. She sat by the water's edge, mesmerized by the symphony of nature surrounding her.
The trees whispered secrets in her ears, their branches swaying in the gentle breeze like dancers twirling on a stage. The flowers bloomed in vibrant colors, their petals unfurling like delicate silk. Butterflies fluttered by, their wings painted in colors so vivid they seemed to have stolen them from rainbows.
Lily felt a deep connection with the world around her, as if it breathed and lived alongside her. The forest embraced her like an old friend, cradling her in its arms of green. She closed her eyes, allowing the sounds and scents to engulf her, becoming one with nature.
From that moment on, Lily saw the world through different eyes. She understood that life was a tapestry woven with threads of beauty and wonder. She treasured each moment, like a precious gem sparkling in the palm of her hand. And as she grew older, she carried the magic of the forest within her, spreading joy and enchantment wherever she went.
Through Lily's eyes, the world became a symphony of sights, sounds, and emotions. She learned to dance to the rhythm of life, embracing its twists and turns with grace and resilience. And in doing so, she became a beacon of light, illuminating the lives of those around her.
In the end, it was not just Lily who was enchanted by the world, but the world that was enchanted by Lily. She had become the embodiment of nature's magic, a living testament to the power of love, joy, and connection.
And so, as the sun set over the horizon, painting the sky in a canvas of gold and crimson, Lily stood on the hilltop, her heart overflowing with gratitude. She knew that life was a precious gift, and she vowed to cherish every moment, embracing the beauty and wonder that surrounded her.
From that day forward, Lily became a living metaphor for the beauty of life, a reminder that even in the darkest of times, there is always a glimmer of light. And as she walked into the embrace of the twilight, she knew that her journey had just begun, filled with endless possibilities and infinite moments of enchantment.
362 Words
Here's a breakdown of the literary devices used in the story:
a) Simile: "The wind whispered through the trees like a gentle melody, wrapping around the forest with its soothing embrace."
b) Metaphor: "The moon hung in the sky, a radiant pearl casting its luminous glow upon the world below."
c) Imagery: The story includes various descriptive details that appeal to the senses and create vivid mental images, such as "the golden hues of sunrise," "the scent of wildflowers," and "the sound of leaves rustling underfoot."
d) Personification: "The trees danced and swayed in the breeze, their branches reaching out like eager arms, as if yearning to touch the sky."
e) Point of view: The story is written in the third-person point of view, providing an external perspective on the events and characters.
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Read the passagefrom Animal Farm The mystery of where the milk went to was soon cleared up. It was mixed every day into the pigs' mash. The earty apples were now ripening, and the grass of the orchard was littered with windfalls. The animals had assumed as a matter of course that these would be shared out equally; one day, howNever, the order went forth that all the windfalls were to be collected and brought to the harness-room for the use of the pigs, At this some of the other animals murmured, but it was no use. All the pigs were in full agreement on this point, even Snowball and Napoleon. Squealer was sent to make the necessary explanations to the others. What is the central idea of this passage? O The pigs are resolving to share the farm's resources equally. The other animals are starting to plot against the pigs. O The pigs are planning to eventually expel the other animals. The pigs are exploiting their authority and becoming corrupt.
Answer:
The central idea of this passage is that the pigs, specifically Snowball and Napoleon, along with the full agreement of all the other pigs, are exploiting their authority and becoming corrupt. They are taking advantage of the farm's resources, such as the milk and windfall apples, for their own benefit without sharing them equally with the other animals. This demonstrates the pigs' increasing greed and abuse of power, leading to inequality and corruption on the farm.
To keep audience members interested in and focused on a speech, speakers should:
A. avoid using terms and language that listeners will not understand.
B. carefully select words and use rhetorical devices.
C. use appropriate visual aids.
D. All of the choices are correct.
Answer:
D. All of the choices are correct.
Explanation:
In order to keep the audience engaged in a speech, one must ensure that they're using proper language and terms that will be understood by the audience rather than leaving them confused. Rhetorical devices are extremely useful when delivering a speech, because they allow your words and message to be more impactful. While not always necessary, visual aids do help keep audiences more engaged and help better convey the message of the speech. Therefore, all of the choices listed are correct.
Exercise 1 Underline the correct word in each sentence.
Thirty years ago, cars were about 25% heavier (than, then) they are today.
Thirty years ago, cars were about 25% heavier than they are today. The correct word in the sentence is 'than'.
The word 'than' is used when two things are being compared. It is used in the comparative form where one thing is compared to another using an adjective. The adjective is suffixed with -er. Here, 'heavier' is the adjective used. It is followed by 'than' to say that the cars were heavier in the past. They are comparing the cars of today and the cars of the past.
'Then' is used to denote a time in the past. It is used to talk about when something will happen as well.
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Exercise 1 Place a check on the blank next to each sentence that is correct.
Many famous scientists, writers, and world political figures have won Nobel Prizes; however, many others have not.
The sentence "Many famous scientists, writers, and world political figures have won Nobel Prizes; however, many others have not" is correct as it makes grammatical sense and contains proper punctuation.
It is an example of a compound sentence as it contains two independent clauses which are joined by the conjunction 'however.'
A compound sentence is defined as a sentence containing at least two independent clauses joined by a coordinating conjunction or a semicolon. The clauses should be able to stand alone as individual sentences, but they are brought together to make the sentence more concise. The prize is given annually in several categories to people who have achieved great accomplishments in their respective fields.
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as used in chapter 1, readability includes three components: to make the document look attractive and professional, to help readers navigate the document and to help readers understand the document.
Chapter 1 introduces readability as a critical component of effective technical communication. Readability includes three distinct components that help the document look attractive and professional, assist readers in navigating the document, and help readers understand the document.
Chapter 1 introduces readability as a critical component of effective technical communication. Readability includes three distinct components that help the document look attractive and professional, assist readers in navigating the document, and help readers understand the document. To create a readable document, it must be professionally presented and attractively formatted. To make the document appear professional, use clear headings and subheadings that are easy to read. A well-designed document has consistent formatting, which means that the headings and body text have the same typeface, size, and color. Graphics, charts, and images can be used to enhance the document's appearance and provide additional information.
Additionally, designing a document with navigation in mind can help readers find the information they need. Navigation aids include tables of contents, lists of figures, and indexes. By organizing a document in this way, readers can quickly locate and access information. Finally, to ensure that the reader understands the document, use clear, concise language. Use active voice and simple sentence structure to make the document more readable. Technical terms should be defined, and acronyms should be explained. In conclusion, creating a readable document is crucial for effective communication. It involves making the document look professional, designing it with navigation aids in mind, and using clear language to help readers understand the information presented.
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Is the following verb a (a) main/lexical (b) auxiliary, or (c)
modal verb? "Eat"
Main/Lexical
Auxiliary
Modal
The verb "eat" is classified as a (a) main/lexical verb.
As a main verb, "eat" describes the action of consuming food. It can be conjugated in different tenses and forms to match the subject and express various meanings. For example:
I eat breakfast every morning.
She eats a lot of vegetables.
They ate dinner together.
Unlike auxiliary verbs, which serve specific grammatical functions, and modal verbs, which convey modalities like possibility, necessity, or permission, "eat" functions primarily as a main verb to convey the action of consuming food.
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ECC’s student union should be allowed to sell beer because this would create more revenue to support student activities.
Claim: ECC's Student Union should be allowed to sell beer. Reason: This would create more revenue to support student activities.
Beer sales by the ECC Student Union could raise additional money for funding student initiatives including clubs, events, and other activities. Selling beer would generate extra revenue from attendees of those events as well as those who come particularly to purchase beer.
The student activities on and off campus may then be supported and sustained with the additional funds, enabling students to engage in enjoyable experiences and gain priceless knowledge outside of the classroom. It also provides a great social environment for students to interact with one another and build relationships.
However, there are some cons to allowing the Student Union to sell beer. It could potentially create safety issues, as alcohol can lead to careless behavior and an increase in underage drinking. Additionally, the Student Union would need to ensure proper licensing, management regulations, and health and safety procedures.
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The complete question is:
ECC's student union should be allowed to sell beer because this would create more revenue to support student activities.
1. What is the claim?
2. What is the reason?
Directions: Read the list of adverbs of time and place. Construct sentences out of them.
Around, yesterday, tonight, beside, between, in front of, above, west
1.
2.
3.
4.
5.
6.
7.
8.
I saw her around the corner.
We went to the beach yesterday.
Let's meet up tonight for dinner.
He sat beside me during the movie.
The house is located between the mountains and the sea.
The statue stands in front of the museum.
The bird flew above the trees.
They live in a small town in the west of the country.
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Exercise 1 Underline the correct term in each sentence.
Mr. Chen will be coming back to his office in (a while, awhile), if you’d like to wait.
Mr. Chen will be coming back to his office in a while if you’d like to wait.
In this sentence, "a while" is the correct term. "A while" is a noun phrase that refers to a period of time. It indicates that Mr. Chen will return to his office after some amount of time has passed.
"Awhile" is an adverb that means "for a time" or "during a period of time." It is used to modify verbs and indicates the duration of an action. In this sentence, we are referring to the length of time (a while) rather than describing how Mr. Chen will come back to his office, so "a while" is the appropriate choice.
Hence, the correct adverb is chosen correctly.
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in this conversation, which group discussion technique does han most clearly show? ramona: let's take a look at his article again. as we review it bit by bit, we'll take a look and see if we can establish the theme.
Challenging established ideas group discussion technique Han most clearly shows. So the correct option is B.
Han's method of group conversation entails challenging preconceived notions. This entails posing inquiries that challenge respondents' preconceived notions or conventional wisdom regarding a given subject.
Deeper inquiries that invite individuals to consider diverse viewpoints or alternate solutions fall under this category. It might also entail asking people to think about the consequences of a certain circumstance or to consider various applications for a solution.
This method helps people to think critically about the subject at hand, evaluate a variety of perspectives, and eventually come to a better conclusion by challenging common wisdom and preconceived beliefs. So the correct option is B.
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The complete question is:
In the following conversation, which group discussion technique does Han most clearly show?
HAN: Did you guys feel the article was biased? Kim Sato is a newscaster from Japan. Since newscasters get money and fame when they deliver a "big" story, I think it's possible that Kim just wants to stir up controversy.
A. Assessing the claims of your discussion partner
B. Challenging established ideas
C. Using evidence to support your conclusions
D. Asking clarifying questions
In the conversation, Han employs the discussion technique of progressive focusing. This method involves breaking down a text or issue into manageable parts for a thorough examination. In this case, Han suggests reviewing the article bit by bit to establish the theme.
Explanation:In the conversation provided, Han is employing the group discussion technique of progressive focusing. Progressive focusing is a discussion method where a text, problem or subject is methodically broken down into smaller, manageable parts and analyzed.
This method ensures a rigorous understanding of the subject being discussed. In this case, Han recommends revisiting the article they're discussing and breaking it down bit by bit to understand the theme more clearly.
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Exercise 1 Underline the prefix in items 1 through 10 and the suffix in items 11 through 20. Using the meanings of the prefixes and suffixes listed above, write the meaning of the word. Check your answers in a dictionary.
humorist
Humorist is a word that is derived from two morphemes, which are the prefix "humor" and the suffix "ist." A prefix is a morpheme that appears at the beginning of a word and changes its meaning. A suffix is a morpheme that appears at the end of a word and changes its meaning.
Therefore, the prefix of humorist is humor-, and the suffix is -ist. The prefix humor- means the quality of being amusing or comical, as well as the faculty of perceiving what is amusing or comical. On the other hand, the suffix -ist means a person who practices or specializes in a particular field or activity.
Therefore, a humorist is someone who specializes in creating or producing humor or someone who perceives what is amusing or comical. In summary, the word humorist means a person who specializes in creating or producing humor or someone who perceives what is amusing or comical.
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Less than a year later, the young, athletic Franklin, ___________ greatly enjoyed physical activity, was stricken with poliomyelitis.
In less than a year, Franklin Roosevelt was stricken with poliomyelitis. A previously healthy and active young man, FDR was forced to use a wheelchair after contracting the illness, which resulted in permanent paralysis of his legs and lower torso.
Poliomyelitis, also known as polio, is a highly infectious virus that causes paralysis in some of those infected. It spreads through contact with contaminated fecal matter or water and is most common in areas with poor sanitation.
FDR, who was eventually elected President of the United States, is well-known for his efforts to combat polio and his role in founding the March of Dimes organization.
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Exercise 1 Underline the pronoun in parentheses that correctly completes each sentence. Then write the type of sentence in the blank: simple, compound, complex, or compound-complex.
A star displayed (their, its) brilliance in the night sky.
A star displayed (its) brilliance in the night sky. The pronoun "its" correctly completes the sentence. It refers back to the noun "star" and shows possession or ownership. The sentence is a simple sentence, as it consists of a single independent clause.
The word "its" is the appropriate pronoun to finish the sentence. It is an ownership or possession-indicating possessive pronoun. It is clear from the use of the word "its" in this sentence that the brilliance on display is a property of the star itself.
Due to the fact that the sentence is made up of a single independent clause, which can stand alone as a complete thought, it is simple. It makes a clear assertion regarding the star and its radiance in the night sky. The sentence becomes more precise and understandable when the possessive pronoun "its" is used to attribute the star's brilliance.
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