The complete sentence will be.
"The Crusades occurred between 1096 and 1270"
Whe use the number instead of the words, because the first year in that range is written also with numbers.
How to complete the sentence?Here we want to complete the blank in the sentence:
"The Crusades occurred between 1096 and ______ ."
With "twelve hundred seventy, 1270"
We could write that as:
"The Crusades occurred between 1096 and twelve hundred seventy"
But by cohesion, if the first year is written as a number, also should the second one, then the correct way of completing the sentence is:
"The Crusades occurred between 1096 and 1270"
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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 Complete each sentence with the correct form of the modifier in parentheses.
The crops by the creek suffered _______________ from the drought than the ones on the hillside. (little)
The crops by the creek suffered little from the drought than the ones on the hillside.Modifiers are words that give additional information about a verb, an adjective, or an adverb.
The phrase ‘little from the drought’ acts as a modifier here.The correct sentence after completing it with the correct form of the modifier in parentheses is:The crops by the creek suffered little from the drought than the ones on the hillside. The word little here shows that the crops by the creek suffered only slightly from the drought when compared to the ones on the hillside.
It indicates that the crops on the hillside were affected more than the crops by the creek.The phrase 'than the ones on the hillside' serves as a comparison. The word 'little' in this sentence functions as a comparative modifier, comparing the extent of damage in the crops by the creek to that of the ones on the hillside.
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Exercise 1 Underline nouns once and verbs twice. Draw a vertical line between each complete subject and complete predicate. Label adjectives Adj., articles A., adverbs Adv., direct objects D.O., and indirect objects I.O.
Omar and Alicia took a trip to the museum.
In the given sentence: Nouns: Omar, Alicia, trip, museum, Verbs: took, took, Complete subject: Omar and Alicia, Complete predicate: took a trip to the museum.
Nouns: Nouns are a part of speech that name people, animals, objects, places, ideas, or actions. Nouns can be either singular or plural, common or proper, and concrete or abstract.
Verbs: Verbs are a part of speech that express action or state of being. Verbs can be either regular or irregular, and they can be used in various tenses (past, present, future).
"Took a trip to the museum" serves as the complete predicate in this phrase, and "Omar" and "Alicia" serve as the complete subjects. Two underlines on the verb "took" signify that it is a verb. One underlining indicates that the word "trip" is a noun. In this statement, there are no direct objects, indirect objects, articles, adverbs, or adjectives.
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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?
Exercise 1 Draw two lines under each simple predicate in the main clause. Write the verb tense: present perfect, past perfect, or future perfect.
Trapeze artists have always fascinated me.
Exercise 1: Draw two lines under each simple predicate in the main clause. Write the verb tense: present perfect, past perfect, or future perfect.Trapeze artists have always fascinated me.The verb tense used in the given sentence is "present perfect."Explanation.
The sentence is in the present tense, and it indicates that the action started in the past and is still ongoing. "Have fascinated" is the present perfect tense. The main verb, "fascinated," is in the past participle, and the auxiliary verb, "have," is in the present tense. Here, "Trapeze artists" is the simple subject, and "have always fascinated me" is the simple predicate.
It is a present perfect tense. The given sentence can be written in different tenses as follows:Simple Present: Trapeze artists fascinate me.Simple Past: Trapeze artists fascinated me.Present Perfect: Trapeze artists have always fascinated me.Past Perfect: Trapeze artists had always fascinated me.Future Perfect: Trapeze artists will have fascinated me.
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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:
Exercise 2 Write the correct form of the verb asked for in the blank. Underline each prepositional phrase.
After his long illness, Marcos _____________ behind in his schoolwork. (present perfect tense of feel)
After his long illness, Marcos has fallen behind in his schoolwork. The prepositional phrase in this sentence is "behind in his schoolwork."
In the sentence "After his long illness, Marcos has fallen behind in his schoolwork," the present perfect form of the verb "feel" is used. The correct form of the verb to use is "fall." In this sentence, the prepositional phrase is "behind in his schoolwork." The preposition in this phrase is "behind," and the object of the preposition is "schoolwork." It tells the reader where Marcos has fallen. Marcos has fallen behind in his schoolwork.
In the given sentence, the present perfect form of the verb "feel" is used. This is incorrect because "feel" doesn't fit the context of the sentence. The word "feel" means to experience or have an emotion, which doesn't work in the context of the sentence.
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In the sentence Our new supervisor will be Barb Robisch, the sentence pattern is subject-verb subject-action verb-object inverted subject-linking verb-complement In the sentence Paul, our new safety and security manager, is from Baltimore, the simple subject is Paul, our new safety and security manager manager Paul our new safety and security manager
In the sentence "Paul, our new safety and security manager, is from Baltimore," the simple subject is "Paul."
In the sentence "Paul, our new safety and security manager, is from Baltimore," the simple subject is "Paul." The phrase "our new safety and security manager" functions as an appositive, providing additional information about Paul.
An appositive is a noun or noun phrase that renames or identifies another noun or pronoun in the sentence. In this case, the appositive "our new safety and security manager" describes Paul's role or position.
The appositive is set off by commas to separate it from the rest of the sentence and provide clarity. The main subject of the sentence is still "Paul," but the appositive provides further details about who Paul is and what he does.
In summary, the sentence identifies Paul as the subject and provides additional information about him with the appositive "our new safety and security manager." This construction helps to clarify Paul's role and reinforces his identity in the context of the sentence.
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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?
I need a personal reflection, Questions for discussion, Comparisons between the readings, and New research or policy ideas related to the readings from the articles below.
Lundberg, S. and Pollak, R. (1996) Bargaining and Distribution in Marriage Bargaining and Distribution in Marriage - Alternative Formats . Journal of Economics Perspectives, 10(4): 139-158.
Stevenson, B. and Wolfers, J. (2007) Marriage and Divorce: Changes and Their Driving Forces Marriage and Divorce: Changes and Their Driving Forces - Alternative Formats . Journal of Economic Perspectives, 21(2): 27-52.
Lundberg and Pollak (1996) examined the distribution of resources and bargaining power within heterosexual marriages, highlighting how the gender wage gap contributes to an imbalance in bargaining power, resulting in men acquiring more resources and control in the relationship. Stevenson and Wolfers (2007) explored changes in marriage and divorce, attributing these shifts to women's increasing economic independence, which challenges traditional gender roles. Policy suggestions include addressing the gender wage gap through pay equity laws and providing support for working parents. These readings underscore the significance of gender inequality in marriages and prompt reflection and discussion on the role of women in society.
Lundberg and Pollak (1996) researched marriage bargaining, and distribution of resources in marriages between heterosexual couples. Stevenson and Wolfers (2007) explored marriage and divorce, their changes and driving forces. Lundberg and Pollak (1996) conducted research on the bargaining power between spouses and the distribution of resources in marriage. The study found that in marriages, the gender wage gap leads to bargaining power imbalance between spouses. The research's main point was that women are disadvantaged in the bargaining power, which leads to the male spouse acquiring most of the resources, and thus more power in the marriage.
Stevenson and Wolfers (2007) discovered that marriages have been changing in various ways such as; more people are cohabiting before marriage, marriages are ending more frequently, and there is a decline in the number of people marrying. The research found that the primary driving force behind these changes is the rise of women's economic independence. As women earn more money and have more opportunities, the traditional gender roles in marriages are changing.
Policy ideas related to these two readings include implementing laws and policies that address the gender wage gap. This could include pay equity laws that ensure women earn the same as men for the same work. Such laws would give women more bargaining power in marriages. Additionally, laws that provide childcare facilities or support working parents would help women maintain their career while still fulfilling their domestic roles in the family.
A reflection on these readings reveals the significant role of gender inequality in marriages. The readings reveal that women are at a disadvantage in marriage bargaining, and they are seeking to address the gender wage gap. These readings provide an opportunity for reflection and discussion on gender issues and the role of women in society.
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Exercise 3 Draw three lines under each lowercase letter that should be capitalized. For each italicized word write in the blank com. (common noun) or prop. (proper noun).
because of the baseball strike, the world series wasn’t held in 1994.
because of the baseball strike, the world series wasn’t held in 1994.
A noun is a term that identifies an individual, location, thing, or concept.
Nouns can function as the subject, the direct object, the indirect object, the subject complement, the object complement, the appositive, or the modifier in a sentence.
A common noun is a noun that names an idea or denotes a certain kind of person, thing, or location. Contrary to proper nouns, which are always capitalised, common nouns are not capitalised unless they are the first words of a sentence.
An appropriate noun is one that is used to refer to a particular place, person, or item. In English, proper nouns are usually capitalized to set them apart from common nouns. Personal names, place names, company and organization names, and titles of books, films, songs, and other media are examples of proper nouns.
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Exercise 1 Complete each sentence with the appropriate tense of the verb in parentheses.
Luau had referred to dishes made with these leaves before the word ___________ the name of the feast itself. (become)
After using the correct verb the sentence would be: Luau had referred to dishes made with these leaves before the word became the name of the feast itself. (became)
A verb is a word that expresses an action, occurrence, or state of being. It is one of the essential parts of speech in English and plays a central role in constructing sentences. Verbs are used to indicate actions (e.g., run, eat, speak), states of being (e.g., be, exist, seem), and occurrences (e.g., happen, appear, occur). They are often conjugated to match the subject and can be modified by tense, aspect, mood, voice, and other grammatical features. Verbs are crucial for conveying information about what is happening in a sentence and are essential for creating meaningful and grammatically correct sentences.
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what do marcellus’s and horatio’s characterization of the ghost imply? that a large battle is looming that someone is tricking them that the kingdom is cursed that something bad is going on
Based on Marcellus's and Horatio's characterization of the ghost in this excerpt from Hamlet, Act I, Scene i, their descriptions imply that something strange and ominous is happening.
In this passage from Hamlet, Act I, Scene 1, Marcellus and Horatio's descriptions of the ghost suggest that something unusual and unsettling is going on. They say the ghost looks a lot like the deceased king by drawing comparisons between them.
Horatio adds that the ghost's appearance at this specific time signals a huge incident or disturbance that could have an impact on the state. Marcellus notes that the ghost has appeared twice before. Therefore, rather than precisely stating a major conflict, deception, or a cursed country, their depiction suggests that something unpleasant or foreboding is happening.
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The complete question is:
Read the excerpt from Hamlet, Act I, Scene i. What do Marcellus’s and Horatio’s characterization of the ghost imply? Marcellus: Is it not like the king?Horatio: As thou art to thyself:
Such was the very armour he had on
When he the ambitious Norway combated;
So frown’d he once, when, in an angry parle,
He smote the sledded Polacks on the ice.
’Tis strange.
Marcellus: Thus twice before, and jump at this dead hour,
With martial stalk hath he gone by our watch.
Horatio: In what particular thought to work I know not;
But in the gross and scope of my opinion,
This bodes some strange eruption to our state.
that a large battle is looming
that someone is tricking them
that the kingdom is cursed
that something bad is going on
Can I please get help with this question for my history class thank you very much.
1. Explain how writing a thesis in an English class might be different from writing one in a history or other social science class.
In an English class, a thesis statement is often more focused on analyzing and interpreting the text rather than simply proving an argument about it.
Since the emphasis in an English class is more likely to be on literary analysis than in a history or other social science class is more likely to be on critically evaluating historical, political, or social issues, writing a thesis in an English class might be different from writing one in a history or other social science class.
The purpose of a thesis in a history or social science course might be to analyze and evaluate a historical event or trend, whereas the purpose of an English thesis might be to demonstrate how a particular novel or poetry contains themes that are pertinent to present life. Typically, the research techniques and sources employed will vary based on the discipline in which the thesis is written.
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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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Exercise 1 Place a check on the blank next to each sentence that is correct.
Winners receive their prizes in a ceremony on December 10, the anniversary of Alfred Nobel’s death; these include a gold medal, a diploma, and a check.
The framing sentence is incorrect because the punctuations are not placed in the appropriate place also the capitalization of words is missing. To form a proper sentence it must maintain the mechanism and also the grammatical rules.
The sentence consist of inappropriate usage of punctuation that is comma, in the sentence: Winners receive their prizes in a ceremony on December 10, the anniversary of Alfred Nobel’s death; these include a gold medal, a diploma, and a check. The must not be placed after Diploma word the main reason is as it has and after Diploma comma can not be placed before the joining word and as it shows the end of the multiple words comma cannot be used as it shows the word or sentence continuous in the future.
The noun should be written in capital words as represent something important in the sentence so Diploma must be written in capital as it the name of course and must e in capital.
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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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Exercise 1 Underline the correct term in each sentence.
Do not use the emergency exits, (accept, except) in case of fire.
Do not use the emergency exits, except in case of fire.
In any situation where safety is paramount, it is crucial to follow guidelines and protocols. One such scenario is the use of emergency exits. These exits are specifically designed for emergencies and should not be utilized for any other purpose.
Therefore, it is essential to remember not to employ emergency exits, except when facing a fire. In the event of a fire, these exits become the safest and most efficient means of evacuation.
However, under normal circumstances, alternative exits should be sought to ensure smooth operations and maintain the integrity of emergency procedures. By adhering to this principle, individuals can contribute to a safer environment and minimize unnecessary risks.
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which sentence best summarizes the central idea of chapter 5 of the prince? machiavelli’s three ways to hold a conquered state where people are used to living freely are to devastate them, occupy them, or establish an elected ruler and collect taxes. machiavelli offers three ways to keep a conquered stateâ€â€destruction, occupation with taxation, or the establishment of an oligarchyâ€â€and suggests an oligarchy as the best method. machiavelli’s three methods of maintaining control of a new state include destroying the ruling family, democratically electing a prime minister, or reinstalling the deposed prince. machiavelli offers three ways to hold states that are accustomed to freedomâ€â€destruction, occupation, or the establishment of an oligarchyâ€â€and says that destruction or occupation is best.
Machiavelli offers three ways to hold a conquered state where people are used to living freely: devastating them, occupying them, or establishing an elected ruler and collecting taxes.
Chapter 5 of "The Prince" by Machiavelli focuses on the central idea of how to maintain control over a newly conquered state. The chapter presents three methods: devastation, occupation with taxation, and the establishment of an oligarchy.
1. Devastation: This method involves destroying the conquered state completely. By annihilating the ruling family, the conquering power eliminates any potential opposition.
2. Occupation with taxation: Another approach is to occupy the state while imposing taxes. This allows the conqueror to extract resources and maintain control over the population.
3. Establishment of an oligarchy: Machiavelli suggests that establishing an oligarchy, or a small ruling group, is the most effective method of control. By installing an elected ruler and collecting taxes, the conqueror can maintain stability and prevent uprisings.
Overall, Machiavelli argues that destruction or occupation with taxation are the most viable options for holding a state accustomed to freedom. This summary captures the main ideas discussed in Chapter 5 of "The Prince" and provides a clear understanding of Machiavelli's recommendations.
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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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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.
I hope this helps. Cheers! ^^
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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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 2 Choose the verb in parentheses that agrees with the subject. Write your choice in the blank.
Imagine you _____________ walking in the woods one day. (is, are)
Imagine you are walking in the woods one day. "Are" verb will be used.
The present tense verb "are" is used with any plural or second-person singular subject. With additional personal pronouns (you, we, they), as well as plural noun forms, we use the verbs do and are. If you are speaking in the second person singular or plural, the verb be is conjugated as are. An auxiliary verb is a verb that gives the clause in which it appears additional functional or grammatical meaning by expressing tense, aspect, modality, voice, emphasis, etc. A participle or an infinitive verb, which respectively offers the major semantic substance of the clause, is typically accompanied by an auxiliary verb. "You is" is not possible.
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Exercise 1 Add an apostrophe where necessary. Delete apostrophes used incorrectly.
Mendel studied pea plants while other’s studied fruit flies.
The correct sentence is:
"Mendel studied pea plants while others studied fruit flies."
We just need to remove the apostrophe in "others"
Where do we need to add/remove an apostrophe?In the sentence, the incorrect use of the apostrophe is as follows:
"Mendel studied pea plants while other's studied fruit flies."
Apostrophe before "s" in "others": Since "others" is used as a plural noun indicating multiple individuals, it does not require an apostrophe before the "s." The word "others" is already in its plural form.
No apostrophe in "flies": The word "flies" is used in its plural form, indicating more than one fruit fly. Plural nouns do not require an apostrophe.
Correcting these apostrophe errors ensures proper punctuation and grammatical accuracy in the sentence.
The correct sentence is:
"Mendel studied pea plants while others studied fruit flies."
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what similarity between theseus and arthur in these excerpts reveals that the story of king arthur is drawn from the myth of theseus?
The similarity between Theseus and Arthur in these excerpts that reveals a connection between the two stories is the act of successfully pulling out a significant object.
A story is a narrative or account of events, experiences, or imaginary situations that are conveyed through words, images, or other forms of communication. It typically involves characters, a plot or sequence of events, and a setting. A well-crafted story often has a structure that includes an introduction or exposition, rising action, climax, falling action, and resolution or conclusion.
In both stories, Theseus lifts the stone, and Arthur pulls out the sword from the stone. This shared element suggests a parallel between the two myths and potentially indicates that the story of King Arthur drew inspiration from the myth of Theseus.
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The complete question might be:
Read the excerpts from "How Theseus Lifted the Stone" and "How Arthur was chosen king."
"How Theseus Lifted the Stone"
(5) And when his eighteenth year was past, Aithra led him up again to the temple, and said, 'Theseus, lift the stone this day, or never know who you are.' And Theseus went into the thicket, and stood over the stone, and tugged at it; and it moved. Then his spirit swelled within him, and he said, 'If I break my heart in my body, it shall up.' And he tugged at it once more, and lifted it, and rolled it over with a shout.
"How Arthur was chosen king"
(2) So when he came to the churchyard, Sir Arthur found no knights there, for they were at the jousting. And so, he grabbed the sword by the handles, and lightly and fiercely pulled it out of the stone, and took his horse and rode his way until he came to his brother Sir Kay, and delivered him the sword.
What similarity between Theseus and Arthur in these excerpts reveals that the story of King Arthur is drawn from the myth of Theseus?
Analyze the reflectional symmetry of the letters. which letters have 1-fold reflectional symmetry? a and y r and n i and y a and n
From all the given options the letters "a" and "n" have 1-fold reflectional symmetry.
The letters "a" and "n" have one-fold symmetry in terms of reflectional symmetry. This indicates that a vertical line of reflection can be used to split these letters into two equal parts, producing a mirror image on each side. The two halves line up exactly when folded along this line. The letters "y," "r," and "i," on the other hand, lack 1-fold reflectional symmetry.
They have asymmetrical shapes that a single line of reflection cannot divide into two equal halves. Instead rotational symmetry or other varieties of symmetry could be present in these letters. Understanding reflectional symmetry facilitates analyzing and identifying the visual qualities and traits of various letters and shapes.
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Exercise 1 Add an apostrophe where necessary. Delete apostrophes used incorrectly.
Ashok finished twenty first out of ninety seven runners.
The correct sentence with apostrophes is: Ashok finished twenty-first out of ninety-seven runners.Explanation:An apostrophe is used in two cases, for possession and contractions.
Here are the ways to use apostrophes in this sentence and make it grammatically correct: Ashok finished twenty-first out of ninety-seven runners. The apostrophes are used in the ordinal numbers twenty-first and ninety-seventh to indicate their possessive nature.Apostrophes are not used in a numerical series like ninety-seven.
Furthermore, the word twenty-one is not a possessive term, so it does not require an apostrophe. Hence the sentence "Ashok finished twenty first out of ninety seven runners" is grammatically incorrect and it should be corrected with the proper use of apostrophes as "Ashok finished twenty-first out of ninety-seven runners".
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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.
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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.
I hope this helps. Cheers! ^^
Exercise 1 Draw a vertical line between the subject and predicate of each sentence. Underline each noun. Circle each verb. Label each participle P, each gerund G, and each infinitive I.
Placing the photographs in sequence, she will display the life of a leaf.
Subject: she
Predicate: Placing the photographs in sequence, she will display the life of a leaf.
Noun is "life."
Verb is "display."
Participles (P): Placing
Gerunds (G): displaying
Infinitives (I): to display
The subject is "she," referring to a specific person. The predicate is the rest of the sentence that provides information about the subject.
The word "life" is a noun because it functions as the object of the preposition "of" and represents a specific concept.
The verb in the sentence is "display," which indicate its role as the main action of the sentence.
The word "Placing" is a participle, which acts as a verbal adjective modifying "she."
The word "displaying" is a gerund, which functions as a noun in the sentence.
The word "to display" is an infinitive, which is used as the purpose or goal of the subject.
Overall, the sentence describes the action of "placing the photographs in sequence" as something the subject will do to "display the life of a leaf."
To learn more about Predicate:
https://brainly.com/question/1847462
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