The statement "making your writing parallel means expressing two or more similar ideas using the same grammatical structure" is true. When writing, it is important to pay attention to the grammatical structure of sentences.
Parallelism in writing refers to using a grammatical structure that is the same or similar in two or more sentences, clauses, phrases, or words. Parallelism makes the writing more coherent and helps to create a rhythm or flow in the writing. A good use of parallelism can help readers follow the writer's thought and argument much more easily. It's important to note that parallelism is not only important within a sentence but also between sentences.
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Exercise 1 Label each sentence dec. for declarative sentence or imp. for imperative sentence.
Lock the door on your way out.
The sentence "Lock the door on your way out" is an imperative sentence (imp.) because it gives a command or makes a request.
In the sentence "Lock the door on your way out," the sentence structure and tone indicate that it is an imperative sentence. Imperative sentences are used to give commands, make requests, or express instructions.
The sentence is not a declarative sentence, which is used to make statements or convey information. Instead, it is a direct command or instruction to lock the door.
Therefore, the sentence "Lock the door on your way out" is labeled as an imperative sentence (imp.) because it gives a command or makes a request.
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go spill your beauty on the laughing faces of happy flowers that bloom a thousand hues"" contains what literary device? a. alliteration b. onomatopoeia c. personification d. simile
The phrase "go spill your beauty on the laughing faces of happy flowers that bloom a thousand hues" contains the literary device "personification (option c)."
What is a personification?
Personification is a literary device in which human qualities, emotions, or sensations are attributed to non-human entities, such as animals, plants, or inanimate objects. It is a type of figurative language that enhances the imaginative appeal of a poem or a literary work.The given phrase, "go spill your beauty on the laughing faces of happy flowers that bloom a thousand hues" is an example of personification. In this phrase, the non-human entity "flowers" is given a human attribute of having "laughing faces" and "blooming a thousand hues."
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when the tragic character in traditional tragedy is on a course from which there is no turning back, the situation becomes irretrievable. this is referred to as
Answer:
The situation in which the tragic character in a traditional tragedy is on a course from which there is no turning back, and the situation becomes irretrievable, is referred to as the "point of no return."
the irony of the story is that the stranger has lost the spontaneity elisa thinks she sees in him and he manipulates her emotions to earn money he needs for survival: money she does not have to worry about. they each have what the other wants. * true false
The statement "the irony of the story is that the stranger has lost the spontaneity Elisa thinks she sees in him and he manipulates her emotions to earn money he needs for survival: money she does not have to worry about. They each have what the other wants" is true.
The irony lies in the reversal of roles between the stranger and Elisa. Elisa perceives the stranger as free and spontaneous, but he is actually desperate for money. On the other hand, Elisa has financial security, but she longs for the excitement and spontaneity that she believes the stranger possesses.
In the given statement, the irony of the story is highlighted. Elisa, the protagonist, initially sees the stranger as someone who embodies spontaneity and freedom. She is attracted to his carefree nature and desires to experience the same sense of liberation.
However, as the story progresses, it is revealed that the stranger manipulates Elisa's emotions in order to earn money for his survival. This undermines Elisa's perception of his spontaneity and reveals his true motive.
On the other hand, Elisa is financially secure and does not have to worry about money. However, she feels trapped in her predictable and monotonous life. She longs for the excitement and spontaneity that she believes the stranger possesses, ultimately desiring the very thing he wants—freedom from the constraints of routine and financial worries.
The irony lies in the fact that both characters perceive the other as possessing what they desire, while in reality, their situations are reversed.
The stranger manipulates Elisa's emotions to earn money, revealing his desperation, while Elisa yearns for the spontaneity she believes the stranger embodies, despite having financial security. This irony adds depth to the story and explores the complexities of human desires and perceptions. Therefore, the statement is true.
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Why was he in danger of being burnt as a wizard while he owned his 1st car--CARLESS AT LAST
While celebrating finally not having a car, the individual was in danger of being burned as a wizard by a magical accident.
Why was he in danger of being burnt as a wizard?He was in grave danger of being labeled a wizard and subjected to the terrible punishment of being burned at the stake when, in an odd turn of events, he became the proud owner of his first car.
This ironic circumstance resulted from the prevalent phobias and superstitions regarding magic and witchcraft at the time. Despite his joy at not having a car, the ignorant townspeople mistook his unconventional knowledge of automotive mechanics for magic, and he ended up drawing suspicion for it.
In the midst of the paradoxical circumstances, rumors of his ability to make the vehicle move without visible means of propulsion spread like wildfire, leading to accusations of the dark arts and putting his life in danger.
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Mike has always been supportive of his wife Carol's career, who herself has always been supportive of her husband's career. From the start, both have always felt that each of them should develop their potential and not constrain the other. What kind of relationship dimension is present in their marriage? Ideology of uncertainty and change Conventionalism Ideology of traditionalism Interdependence
The type of relationship dimension present in the marriage of Mike and Carol is Interdependence. They believe that both parties in the marriage should develop their potential without constraints while being supportive of each other's career and personal growth.
InterdependenceInterdependence refers to the mutual reliance between two or more individuals, groups or entities in which each is mutually dependent on the others. It is a common phenomenon in a successful marriage, where both parties are interdependent on each other for their growth and support. In interdependent relationships, each partner contributes to the well-being and growth of the other in a supportive and constructive way.Traditionalism refers to the practice of following long-established traditions or beliefs. The ideology of traditionalism in a relationship suggests that men and women have predetermined roles, where the man should work to provide for the family while the woman takes care of the home and children.
This contradicts the relationship between Mike and Carol, where they both support each other's careers and personal growth.Conventionalism is the practice of conforming to social norms and conventions, which also contradict the relationship between Mike and Carol, where they prioritize their growth and support over societal norms.Ideology of uncertainty and change suggests that individuals are open to change and accept uncertainty in life. This is also not applicable to the relationship between Mike and Carol since they have always been supportive of each other's career and personal growth and do not see uncertainty as a threat to their relationship.
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Exercise 1 Draw one line under all nouns and two lines under all verbs. Write adj. above any adjective, adv. above any adverbs, and d.o. above any direct object. You may ingnore any articles.
The hungry herd of bison grazed lazily on the open range.
In the sentence "The hungry herd of bison grazed lazily on the open range," the nouns are "herd" and "bison," and the verbs are "grazed." There are no adjectives, adverbs, or direct objects in this sentence.
In the sentence "The hungry herd of bison grazed lazily on the open range," the nouns are "herd" and "bison" because they are the names of things (animals) or entities.
The verb in the sentence is "grazed" because it expresses the action of the subject (the herd of bison). There are no adjectives, adverbs, or direct objects in this sentence.
Adjectives modify nouns or pronouns, but there are no adjectives in this sentence. Adverbs modify verbs, adjectives, or other adverbs, but there are no adverbs present. A direct object receives the action of the verb, but in this sentence, there is no direct object.
Therefore, in the sentence "The hungry herd of bison grazed lazily on the open range," the nouns are "herd" and "bison," and the verbs are "grazed." There are no adjectives, adverbs, or direct objects in this sentence.
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Exercise 1 Label each word or phrase that is italicized to indicate its use in the sentence. Use these abbreviations: subj. (subject), v. (verb), i.o. (indirect object), d.o. (direct object), p.n. (predicate nominative), app. (appositive), or p.a. (predicate adjective).
Franklin was an inventor and a statesman.
In the sentence "Franklin was an inventor and a statesman," the word "Franklin" is the subject (subj.), "was" is the verb (v.), "inventor" and "statesman" are appositives (app.), and "an" is a predicate adjective (p.a.).
In the sentence "Franklin was an inventor and a statesman," the subject (subj.) is "Franklin," as it is the doer of the action or the topic of the sentence. The verb (v.) is "was," which indicates the state of being or existence.
The words "inventor" and "statesman" function as appositives (app.), providing additional information about the subject "Franklin." They rename or identify the subject.
The word "an" is a predicate adjective (p.a.), modifying the subject "Franklin" and describing his occupation or role.
Therefore, in the sentence "Franklin was an inventor and a statesman," "Franklin" is the subject (subj.), "was" is the verb (v.), "inventor" and "statesman" are appositives (app.), and "an" is a predicate adjective (p.a.).
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Beat the pirates reading classroom escape
how to solve the puzzle
In a Beat the Pirates escape room, your goal is to figure out a sequence of puzzles that will eventually let you leave the classroom. The level of difficulty might vary, therefore determining the kind of riddles present is the first step.
It's crucial to search the area for hidden objects or keys that could help you unlock the route out as well as check for clues that are related to each puzzle.
The next stage is to begin making connections between the many things and clues that have been collected. Pay attention to symbols, color theory, and patterns as you start to piece together the solutions to each puzzle.
To accomplish the ultimate goal, you might need to employ various reasoning techniques, depending on the sort of puzzles that are available.
For instance, analytical skills are required to come up with a workable solution if the room contains word puzzles or mathematical calculations. Alternately, if circuit puzzles are involved, it's critical to recognize paths and connect electrical components in the proper order.
Finding the exit and leaving the classroom are the last steps once all problems have been completed. Double search every piece of furniture and wall for a button or hidden compartment that could unlock the door to your freedom.
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The complete question is:
How can I beat the pirates in the Reading Classroom Escape puzzle?
What is the one sure and constant thing in panchito’s family’s life? on the line provided, explain your answer.
The one sure and constant thing in Panchito's family's life is poverty. Poverty is a common term that refers to a lack of money or resources needed to meet one's basic needs.
In Panchito's family, poverty is a constant factor. His family has to endure harsh living conditions because they are poor. This can be seen when they move from one town to another and also when they have to go without food for extended periods. Poverty affects all aspects of Panchito's family's life, and they must constantly find ways to survive despite their lack of resources. In conclusion, the one sure and constant thing in Panchito's family's life is poverty.
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Considers F ( x , Y ) = ( 3 + 4 x Y two ) i + 4 x two Y j , C is the arc of the hyperbola Y = one x from the point ( one , one ) until the point ( two , one two ) Determine the potential function using the potential function determine ∫ C F d r along curve C.
The potential function φ(x, Y) for the vector field F(x, Y) = (3 + 4xY^2)i + 4x^2Yj is given by φ(x, Y) = 3x + 2x^2Y^2 + C1(Y) + C2(x). To calculate the integral ∫ C F · dr along curve C, we substitute the coordinates of the starting and ending points of the curve into φ(x, Y)
To determine the potential function, we need to find a scalar function φ(x, Y) such that the vector field F(x, Y) can be expressed as the gradient of φ, i.e., F(x, Y) = ∇φ.
Given F(x, Y) = (3 + 4xY^2)i + 4x^2Yj, we can find the potential function φ(x, Y) by integrating the components of F with respect to their respective variables:
φ(x, Y) = ∫ (3 + 4xY^2) dx + ∫ 4x^2Y dy
Integrating the first component with respect to x gives:
∫ (3 + 4xY^2) dx = 3x + 2x^2Y^2 + C1(Y),
where C1(Y) is the constant of integration with respect to x.
Integrating the second component with respect to Y gives:
∫ 4x^2Y dy = 2x^2Y^2 + C2(x),
where C2(x) is the constant of integration with respect to Y.
Combining the results, we have:
φ(x, Y) = 3x + 2x^2Y^2 + C1(Y) + C2(x).
To find the potential function along the curve C, we substitute the given values for x and Y, i.e., (1, 1) and (2, 1/2) into φ(x, Y) and subtract the values at the starting point from the values at the ending point:
∫ C F · dr = φ(2, 1/2) - φ(1, 1)
= (3(2) + 2(2)^2(1/2)^2 + C1(1/2) + C2(2)) - (3(1) + 2(1)^2(1)^2 + C1(1) + C2(1))
Simplifying further will yield the numerical value of the integral along the curve C.
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Ms. lu divides 3636 students into 66 groups. how many students are in each group?
To find out how many students are in each group, you can divide the total number of students (3636) by the number of groups (66).
So, each group will have approximately 55 students.
However, since we are looking for the number of students in each group and it doesn't make sense to have a fraction of a student, we need to round the number to the nearest whole number.
In this case, when rounding to the nearest whole number, we consider the decimal portion. If the decimal portion is 0.5 or greater, we round up to the next whole number. If the decimal portion is less than 0.5, we round down to the current whole number.
Rounding to the nearest whole number, each group would have approximately 55 students.
Hence, each group would have approximately 55 students.
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Exercise 1 Add commas where necessary. Delete unnecessary commas. Some sentences may be correct.
My dad put the new lamp in our, dining room.
The sentence "My dad put the new lamp in our, dining room" contains incorrect comma placement.
The correct sentence should be "My dad put the new lamp in our dining room." The unnecessary comma after "our" should be removed. Commas are typically used to separate items in a list, separate clauses in a sentence, or to provide clarity and improve readability. In this case, since "our" and "dining room" are not separate items in a list and do not require a pause or separation, the comma is unnecessary and should be deleted.
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Do you know to do waste.....? a : separation b : division c : selection d : option
The correct answer is a) separation.
Waste separation involves sorting and categorizing waste materials for proper disposal and recycling.
Waste separation is the process of sorting and categorizing waste materials based on their composition and properties. It involves separating different types of waste such as paper, plastic, glass, metal, and organic waste into distinct categories. The purpose of waste separation is to facilitate proper disposal and recycling of materials, which helps to minimize the environmental impact of waste and promote sustainable practices.
In the first step of waste separation, waste is typically divided into broad categories such as recyclables and non-recyclables. Recyclables are further sorted into specific material types, while non-recyclables are often sent to landfill or undergo other forms of treatment. This initial separation is crucial as it allows for efficient handling and processing of waste.
The second step involves more detailed separation, where recyclables are sorted based on their individual properties. For example, paper waste can be further separated into different grades, such as cardboard, newspaper, or office paper. Plastic waste can be sorted by resin type or product packaging. This level of separation enables effective recycling processes and ensures that the materials are appropriately processed.
The final step in waste separation is the proper collection and disposal of each separated waste stream. This may involve different collection methods, such as curbside recycling programs or designated drop-off points. The separated waste is then sent to recycling facilities or treatment plants where it undergoes further processing or transformation into new products.
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Exercise 2 Correct the word in italics. If the word is correct, write C.
We (preceded, proceeded) with the lesson even though the workbooks had not yet arrived.
The word to correct in italics is "preceded." The correct word in this context is "proceeded."
In the given sentence, the word "preceded" is incorrect. The correct word to use in this context is "proceeded." "Proceeded" is a verb that means to continue or move forward with a course of action. In the sentence, it indicates that the lesson was carried out despite the absence of the workbooks.
By using "proceeded," the sentence conveys that the lesson went forward as planned, even though the necessary materials (workbooks) were not available. "Preceded" means to come before or go in advance of something, which does not fit the intended meaning of the sentence. Therefore, the correct word to replace "preceded" is "proceeded," indicating that the lesson continued despite the missing workbooks.
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Exercise 2 Circle the infinitive or the infinitive phrase in each sentence.
Sir Arthur Conan Doyle has come to be well-known as the creator of Sherlock Holmes.
In this sentence, the infinitive phrase is "to be well-known" as the creator of Sherlock Holmes. It modifies the adjective "has come".
An infinitive is a verb form that starts with "to" and does not show tense, person, or number. For example, "to write" or "to run".
An infinitive phrase is an infinitive with other words that complete its meaning. For example, "to write a novel" or "to run a marathon". In the sentence, "Sir Arthur Conan Doyle has come to be well-known as the creator of Sherlock Holmes", the infinitive phrase is "to be well-known as the creator of Sherlock Holmes". It modifies the adjective "has come" and tells us more about Sir Arthur Conan Doyle's fame. He is famous for creating Sherlock Holmes, a fictional detective.
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Exercise 1 Draw a vertical line between the complete subject and the complete predicate. Label each direct object D.O. and each indirect object I.O. Draw one line under each predicate nominative. Draw two lines under each predicate adjective. Circle each object complement. I.O. D.O.
Fred gave Dave a baseball.
Alex baked the class pumpkin bread.
In the first sentence, the vertical line separates the subject from the predicate, with "Dave" labeled as the indirect object (I.O.) and "a baseball" labeled as the direct object (D.O.). In the second sentence, no objects or complements are present.
In the sentence "Fred gave Dave a baseball," the vertical line should be drawn between "Fred" and "gave Dave a baseball." "Dave" is the indirect object (I.O.) and "a baseball" is the direct object (D.O.).
In the sentence "Alex baked the class pumpkin bread," the vertical line should be drawn between "Alex" and "baked the class pumpkin bread." There are no objects or complement in this sentence.
In the sentence "Fred gave Dave a baseball," the complete subject is "Fred" and the complete predicate is "gave Dave a baseball." The direct object is "a baseball" because it directly receives the action of the verb "gave." The indirect object is "Dave" because it indicates the recipient or beneficiary of the action.
Therefore, the vertical line should be drawn between "Fred" and "gave Dave a baseball," with "Dave" labeled as the indirect object (I.O.) and "a baseball" labeled as the direct object (D.O.).
In the sentence "Alex baked the class pumpkin bread," the complete subject is "Alex" and the complete predicate is "baked the class pumpkin bread." There are no objects or complements in this sentence, so no additional lines or circles are needed.
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Which is the correct format for a parenthetical apa in-text citation for a quote?
The correct format for a parenthetical APA in-text citation for a quote is (Author's Last Name, Year, p. Page Number).
In APA style, when you include a direct quote from a source within your text, you need to provide an in-text citation to acknowledge the original author and the specific location of the quote. The parenthetical in-text citation format consists of the author's last name, the year of publication, and the page number where the quote can be found.
This format allows readers to easily locate the original source if they want to verify the information or read more about the topic.
For example, let's say you are quoting a sentence from a book written by John Smith published in 2019, and the quote can be found on page 45. Your in-text citation would look like this: (Smith, 2019, p. 45). If the author's name is mentioned within the sentence, you only need to include the year and page number in the parentheses.
Remember to use quotation marks around the quoted text to indicate that it is a direct quote. Additionally, if the source has multiple authors, you would list all the authors' last names separated by commas, followed by the year and page number.
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The 1970 clean air act was the first environmental law to ensure compliance by providing for
The 1970 Clean Air Act was indeed the first environmental law in the United States to address air pollution and ensure compliance.
It did so by implementing several key measures. Firstly, the act established National Ambient Air Quality Standards (NAAQS) to regulate the levels of common air pollutants.
It also authorized the Environmental Protection Agency (EPA) to enforce these standards and set emission limits for different industries. Additionally, the act introduced a system of emissions trading, known as cap and trade, which allowed companies to buy and sell pollution permits to meet their regulatory obligations.
These provisions collectively aimed to reduce air pollution and improve air quality across the country.
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Check your understanding directions: the first claas discussion is coming up. employ the appropriate strategy (strategies can be used more than once) for every challenge that you may face. write your answer on the line after each statement. the first one is done as an example for you 2. i may not make a good first impression the moment i walk into the door of the classroom. 3. i may miss some details from what the teacher/my classmates said. 4. my face and body gestures might look weird. 5. the teacher might feel that i am not confident enough. 6. my teacher/classmates might not be understanding what i am saying and i do not realize it. 7. the teacher might think i do not listen to him/her 8. the teacher might think that i came unprepared. 9. the way i sit makes me look uninterested 10. my points may not help make the discussion move forward.
Here are some suggestions for your check your understanding directions:
2.
- Strategy: Be punctual, dress appropriately, smile and greet the teacher and classmates politely.
3.
- Strategy: Pay attention, take notes, and ask for clarification or repetition if needed.
4.
- Strategy: Relax, maintain eye contact, nod and smile when appropriate and ate, avoid fidgeting or crossing arms.
5.
- Strategy: Speak clearly and loudly, use positive language, avoid filler words or apologies, and express your opinions respectfully.
6.
- Strategy: Use simple and precise words, give examples or evidence, check for comprehension or feedback, and paraphrase or summarize your main points.
7.
- Strategy: Show interest, respond to questions or comments, acknowledge or build on what others say, avoid distractions or interruptions.
8.
- Strategy: Do the assigned readings or tasks beforehand, review the discussion topic and objectives, a prepare some questions or comments to contribute.
9.
- Strategy: Sit upright, lean forward slightly, face the speaker, and avoid slouching or looking at your phone.
10.
- Strategy: Think critically and creatively, relate your points to the topic and objective ,ask openly ended, and offer constructive feedback or suggestions.
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tim really dislikes his neighbor laurie. while pulling out of his driveway one morning, he accidentally hits laurie as she was riding by on her bike. why isn't this an act of aggression?
The given incident involving Tim and Laurie cannot be considered an act of aggression because of the absence of a deliberate motive behind Tim's action.
Aggression is referred to as behavior that is intended to cause harm or injury to others. This behavior can take various forms and may be caused by various reasons, including emotional, physical, or environmental factors. The given scenario is about Tim, who dislikes his neighbor Laurie. Tim accidentally hits Laurie while she is riding her bike while he is pulling out of his driveway. However, Tim's action cannot be considered an act of aggression as it was not deliberate. This is because the given incident was not carried out with any intent to cause harm. As Tim accidentally hit Laurie, it wasn't deliberate, so it can't be categorized as an act of aggression. Therefore, the given incident cannot be considered an act of aggression.
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proctor: you cannot command, mister parris. we vote by name in this society, not by acreage (act i, scene 1). what did john proctor mean when he said these words?
Proctor's statement reflects his belief in the principles of democracy and equality.
When John Proctor says, "You cannot command, Mr. Parris. We vote by name in this society, not by acreage" in Act I, Scene 1, he is expressing his opposition to Reverend Parris's attempt to assert his authority based on his land ownership. Proctor's statement reflects his belief in the principles of democracy and equality.
By saying "We vote by name in this society," Proctor emphasizes that power and decision-making should be determined by individual merit and character rather than material possessions like land or wealth. He suggests that in their community, social standing should not be dictated solely by one's acreage or material wealth. Proctor is implying that the value of a person's character and reputation should hold more weight in the society they live in.
Proctor's statement also reflects his resistance to the notion of privilege and entitlement based on land ownership. He challenges Parris's attempt to wield authority merely because of his status as a landowner. Proctor advocates for a society where individuals are judged based on their personal qualities, integrity, and contributions, rather than their economic or social status.
Overall, Proctor's words convey his belief in a fair and just society that values individuals for who they are rather than the possessions they own.
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read the excerpt from susan b. anthony's speech to persuade lawmakers to secure women's right to vote. answer the question that follows.the only question left to be settled now is: are women persons? and i hardly believe any of our opponents will have the hardihood to say they are not. being persons, then, women are citizens; and no state has a right to make any law, or to enforce any old law, that shall abridge their privileges or immunities.what effect does the rhetorical question have on the author's message?
The rhetorical question has the effect of making Susan B. Anthony's message more dramatic. This is because the speaker makes the inquiry with a rhetorical question that is very bold and harsh.
The rhetorical question affects Susan B. Anthony's message by making it more dramatic. What is a rhetorical question ?A rhetorical question is a figure of speech that is not intended to be answered. It's used to start a discussion, a dialogue, or a narrative in which the speaker and the audience are in active contact. The effect of rhetorical questions on persuasive language is immense. What is Susan B. Anthony's message? Susan B.
Anthony's message is that women are people and citizens who should be allowed to vote. The only question that remains to be answered, according to her, is if women are persons. She is convinced that no opponent will have the courage to say that they are not. Women, in her opinion, are citizens because they are people. No state has the authority to enact or enforce any legislation that restricts their privileges or immunities. What is the effect of the rhetorical question? The question is intended to make the reader believe that the author has made a strong and convincing argument that would make it impossible for anyone to refute.
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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.
I shall visit Aspen, Colorado, if I can afford it.
In the given sentence, there is one adverb clause: "if I can afford it." The adverb clause modifies the verb "visit" and explains the condition under which the visit to Aspen, Colorado, will occur.
The adverb clause in the sentence is "if I can afford it." It functions as a conditional clause, indicating the condition under which the action in the main clause will take place. The adverb clause modifies the verb "visit" and provides additional information about the circumstances of the visit. It expresses the condition of affordability and determines whether the speaker will be able to visit Aspen, Colorado.
The adverb clause is introduced by the subordinating conjunction "if," which establishes the condition. Thus, the adverb clause "if I can afford it" adds important details to the sentence and modifies the verb "visit."
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Exercise 1 Draw a line under the subject. Choose the verb in parentheses that agrees with the subject, and write it in the blank.
Behind the floats ___________ three huge balloons. (soars, soar)
The correct verb to fill in the blank is "soar." Behind the floats, three huge balloons soar.
In the given sentence, the subject is "three huge balloons," which is a plural noun. When the subject is plural, the corresponding verb should also be in the plural form. Therefore, the correct verb choice is "soar," which is the plural form of the verb.
The verb "soar" agrees with the subject "three huge balloons" in number and tense. It indicates that the balloons are flying or rising high in the air. The word "soars" is the singular form of the verb, and it would be grammatically incorrect in this context because it does not match the plural subject.
Thus, to maintain subject-verb agreement, we use the plural verb form "soar" to complete the sentence correctly: "Behind the floats, three huge balloons soar."
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Which steps should a writer take to establish a strong claim? check all that apply.
To establish a strong claim, a writer should conduct thorough research, clearly define the claim, analyze counterarguments, provide supporting evidence, organize the argument effectively, etc.
To establish a strong claim, a writer should take the following steps:
Conduct research: The writer should gather relevant information, evidence, and examples to support their claim. Thorough research helps in building a strong foundation for the argument.
Clearly define the claim: The claim should be concise, specific, and clearly articulated. It should state the writer's main argument or position on the topic.
Analyze and evaluate counterarguments: Anticipating opposing viewpoints and addressing them strengthens the claim. The writer should consider alternative perspectives and provide counterarguments to refute them effectively.
Provide supporting evidence: The writer should present factual evidence, examples, statistics, expert opinions, or logical reasoning to support the claim. Strong evidence adds credibility and persuasiveness to the argument.
Organize the argument: The claim should be presented in a logical and coherent manner. The writer should structure their argument in a way that leads the reader through a clear progression of ideas, building a persuasive case.
Use persuasive language: The writer should employ effective language and rhetoric to convince the reader of the validity of the claim. This includes using strong and precise vocabulary, employing rhetorical devices, and appealing to logic, emotions, or ethics.
Revise and refine: After drafting the claim, the writer should review and revise it to ensure clarity, coherence, and strength. This involves refining the wording, strengthening the supporting evidence, and addressing any weaknesses or gaps in the argument.
Taking these steps helps in developing a robust and convincing claim in writing.
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Why did the main event of Craig Kielburger happen. And what was the main event
Iii. complete the sentences with the correct form of the verbs . 1. i ( love ) chicken sandwiches . 2 . steve ( like ) ice cream ? 3 . pat ( not talk ) to her friend at the moment . 4. my father ( teach ) french at our school . 5. sarah ( go ) to the cinema on saturdays . i . make questions for the underlined parts 1. she understands things very quickly and easily . 2. i'm going to the judo club with my brother . 3. i'm not going to your party because i visit my grandparents . 4. we're working on our school project
I love chicken sandwiches.
Does Steve like ice cream?
Pat is not talking to her friend at the moment.
My father teaches French at our school.
Sarah goes to the cinema on Saturdays.
What is Verb?
A verb is a word or a group of words that expresses an action, occurrence, or state of being. It is one of the main parts of speech in English and plays a central role in constructing sentences. Verbs are often used to describe actions (e.g., "run," "eat") or states of being (e.g., "is," "were"). They can also indicate a process, a condition, or a relationship between elements in a sentence.
Questions for the underlined parts:
How does she understand things?
Who are you going to the judo club with?
Why aren't you going to the party?
What are you working on for your school project?
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Exercise 2 Draw a line under the subject. Choose the verb in parentheses that agrees with the subject and write it in the blank(s).
Here _________________ a review of Linda’s concerts last week in Detroit. (is, are)
The subject in the sentence is "Here," and the correct verb that agrees with the subject is "is." So, the correct sentence is: "Here is a review of Linda's concerts last week in Detroit."
In the given sentence, the subject is "Here." Although "Here" is at the beginning of the sentence, it does not refer to a plural entity but rather serves as an introductory word or an adverb indicating a location or situation. Therefore, the subject "Here" is singular.
To maintain subject-verb agreement, we use the singular verb form "is" to match the singular subject "Here." The verb "is" agrees with the subject in number and tense, indicating that there is a review of Linda's concerts in Detroit.
Using the plural form "are" would be grammatically incorrect in this context because it does not match the singular subject "Here."
Thus, the correct sentence is: "Here is a review of Linda's concerts last week in Detroit."
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What type of journalistic writing that are not meant to deliver the news firsthand
The type of journalistic writing that is not meant to deliver the news firsthand is called "opinion writing" or "editorial writing."
Opinion writing is a type of writing in which the author expresses their thoughts, views, opinions, or feelings on a specific topic of their choosing. Opinion articles can sometimes be in response to other opinion pieces, but they can also stand alone as their own opinion pieces.
In opinion writing, journalists express their own thoughts, opinions, and analysis on a particular topic or issue. This type of writing often aims to persuade or influence the reader, rather than simply reporting the facts.
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