Answer:
Stanza Type
Explanation:
In the given excerpt from "The Debt" by Paul Laurence Dunbar, the aspect of poetic form that best illustrates the theme that death will bring relief from the debt is stanza type.
Stanza type refers to the structure and organization of the poem's lines and their grouping into stanzas. In this case, the lines are organized into four-line stanzas. The repetition of this stanza type throughout the poem creates a sense of regularity and reinforces the theme.
The repetition of the four-line stanzas emphasizes the consistent and unrelenting nature of the speaker's commitment to paying the debt "to the end." However, the repeated structure also suggests a certain longing for release and peace, which is expressed through the final lines of each stanza, such as "Gives me the clasp of peace." This repetition and consistent structure of the stanzas contribute to the overall thematic message that death will ultimately bring relief from the burden of the debt.
Hope this helps!
Read the excerpt from Malala Yousafzai’s speech at the United Nations.
Women and children are suffering in many parts of the world in many ways. In India, innocent and poor children are victims of child labour. Many schools have been destroyed in Nigeria. People in Afghanistan have been affected by the hurdles of extremism for decades. Young girls have to do domestic child labour and are forced to get married at early age. Poverty, ignorance, injustice, racism and the deprivation of basic rights are the main problems faced by both men and women.
Which statement best explains the effectiveness of Yousafzai’s argument?
It is effective because she gives several examples to develop her claim.
It is not effective because she does not clearly state her claim in the excerpt.
It is not effective because she does not provide statistics to support her claim.
It is effective because she states her claim at the start and end of the excerpt.
Answer: A.
Explanation:
In addition to being one of the Founding Fathers, Benjamin Franklin was also a scientist. One of his most famous endeavors was proving that lightning was electricity, though he never actually conducted hands-on experiments. Read the following fictionalized account and then answer the question after it.
Franklin had told his nephew Peter of his curiosities. Lightning had to be electricity, he explained, and not some other substance. The two were too similar in behavior and sound. But Peter never suspected the experiment would take the form it did—with his uncle bursting into the house with a kite and key still smoldering from the storm strike.
Which detail from the text supports the idea that the fiction author altered the historical facts?
Answer: A: It is gives several examples to develope her claim
Explanation: I did the test
please answer the question below
Answer: Anything you want
Explanation:
Look at an icon from whatever you posted this on find an image that is close to the ones you picked and name it as it is.
Question: Describe how Percy feels as he lays in bed after his first night at camp. Use textual evidence to support your answer
Answer:
In Rick Riordan's novel "Percy Jackson & The Olympians: The Lightning Thief," after Percy's first night at Camp Half-Blood, he experiences a mixture of emotions. The specific textual evidence supporting this can be found in Chapter 5 of the book.
As Percy lies in bed, he reflects on the events of the previous day, including the battle against the Minotaur and the revelation of his true identity as a demigod. He is overwhelmed by the realization that the Greek gods and monsters are real, and that he himself is a part of that world. This is evident when Percy thinks to himself, "I'd had a pretty strange day myself. I had a lot to think about" (Riordan, 2005, p. 81).
Additionally, Percy feels a sense of isolation and loneliness. He misses his mother, whom he had to leave behind for his own safety, and he longs for a sense of normalcy. This is shown through his inner thoughts: "I had so many questions, and no one to talk to" (Riordan, 2005, p. 81).
Furthermore, Percy experiences a mix of excitement and apprehension about his new life at camp. He wonders what challenges and dangers lie ahead for him. This is evident when he contemplates, "I wondered what would happen to me next summer, whether I'd come back to camp and get claimed by my godly parent or get fried trying to fly back home" (Riordan, 2005, p. 82).
In summary, after his first night at camp, Percy feels overwhelmed, lonely, and uncertain about his future. These emotions are supported by the textual evidence provided from Chapter 5 of "Percy Jackson & The Olympians: The Lightning Thief."
Percy feels disoriented and confused as he lays in bed after his first night at camp. This is evident in the text when Percy says, "I couldn't stop thinking about the day's events. Everything seemed so unreal. Was I really a half-blood now? Did I really have a father who was a god?" (Chapter 5).Percy's thoughts demonstrate that he is struggling to process everything that has happened to him. He is also questioning his own reality and whether or not what he experienced was actually true.Additionally, Percy is physically uncomfortable due to the unfamiliar environment and his injuries from the previous day's activities. He mentions, "My whole body ached. My arm was in a cast. My head was bandaged. My left eye was swollen shut. The air smelled like feet and bad food" (Chapter 5). This shows that Percy is not only mentally but also physically exhausted and in pain.Overall, Percy is feeling overwhelmed, confused, and uncomfortable after his first night at camp.
Read this excerpt from a political candidate’s speech about college tuition.
Some people criticize my view that college education should be free for all state residents. But why do they? Our state has enough money, and if we don’t spend it on education, where will we spend it? Think about how much money is spent on state programs that don’t benefit anyone and just line the pockets of politicians and their friends.
Which logical fallacy does the author include?
red herring
ad populum
false analogy
slippery slope
Answer:
Red Herring
Explanation:
A red herring is a fallacy where irrelevant or misleading information is presented to divert attention from the main issue or argument.
In this case, the author introduces the idea of state programs that don't benefit anyone and line the pockets of politicians and their friends, which is unrelated to the debate on free college education.
By shifting the focus to unrelated state programs, the author attempts to distract from the criticism of their view and create a diversionary argument.
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Read the excerpt from "Give Me Liberty or Give Me Death" by Patrick Henry.
Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain.
How does Henry’s use of the words "bind” and "chains” support his purpose in this excerpt?
They emphasize that the colonists feel like they are imprisoned under British rule.
They explain why the British are planning to go to war with the colonists.
They show that the colonists have been negotiating with the British for a long time.
They reveal that the colonists are unwilling to compromise with the British.
Henry’s use of the words "bind” and "chains” support his purpose in this excerpt by emphasizing that the colonists feel like they are imprisoned under British rule. He uses these words as metaphors for the oppressive laws and taxes that Britain imposed on them. He also implies that the British navy and army are sent over to enforce these chains and prevent any resistance from the colonists.
By using these words, Henry appeals to the emotions of his audience and tries to convince them that they need to fight for their liberty or face death.
Therefore, the correct answer is They emphasize that the colonists feel like they are imprisoned under British rule.
They emphasize that the colonists feel like they are imprisoned under British rule (option a).
1. In this excerpt, Patrick Henry uses the words "bind" and "chains" to support his purpose.
2. The words "bind" and "chains" are symbolic and evoke a strong visual image of being trapped or imprisoned.
3. By using these words, Henry conveys the idea that the colonists feel oppressed and restricted under British rule.
4. The word "bind" suggests that the British are attempting to tightly restrain and control the colonists.
5. Similarly, the word "chains" implies a sense of bondage and servitude, indicating that the colonists are being held captive by the British.
6. Through this choice of words, Henry aims to evoke strong emotions and rally the colonists to resist British tyranny.
7. The words "bind" and "chains" emphasize the dire situation faced by the colonists and highlight the urgency of their struggle for liberty.
8. Therefore, the correct answer is a. They emphasize that the colonists feel like they are imprisoned under British rule.
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Read the excerpt from "What’s Possible for Our Children” by Barack Obama.
This starts with fixing the broken promises of No Child Left Behind. Now, I believe that the goals of this law were the right ones. Making a promise to educate every child with an excellent teacher is right. Closing the achievement gap that exists in too many cities and rural areas is right. More accountability is right. Higher standards are right.
But I’ll tell you what’s wrong with No Child Left Behind. Forcing our teachers, our principals and our schools to accomplish all of this without the resources they need is wrong.
Which phrase from the excerpt shows the speaker’s perspective on the No Child Left Behind bill?
“broken promises”
“educate every child”
“achievement gap”
“higher standards”
Answer:
I think the answer is C. achievement gap
sorry if I'm wrong
Answer:
Explanation:
im pretty sure it is c
Write a character sketch for your protagonist in your Module One short story. Include literal, interpretive, and evaluative information. Your character sketch should be 3–5 complete sentences and include at least three specific details from the text to support your character analysis.
My story is Hamadi by Naomi Shihab Nye
I don't need it written, I just need somewhere to start please :)
Explanation:
In the Module One short story, the protagonist is a determined and resourceful young woman named Emily. She exhibits a strong sense of curiosity and an unwavering dedication to uncovering the truth. Emily's striking emerald green eyes reflect her keen intellect and unwavering resolve. Her relentless pursuit of knowledge is evident in her thorough research, evidenced by the stacks of books and articles that fill her cozy study. Emily's steadfast determination and meticulous attention to detail make her a compelling protagonist, driving the narrative forward as she unravels the mysteries that lie ahead.
Hamadi is an old family friend of Susan, the narrator of the story. He is from Palestine and has lived in the Traveler's Hotel in Texas for many years. He is wise, curious, and old-fashioned. He likes to share stories and advice with Susan and her family. He has a positive outlook on life and helps others cope with their problems. He is interested in different cultures and languages. He values friendship and family more than material things. He is a dynamic character who changes Susan's perspective on life and identity.
- He tells Susan stories about his childhood in Palestine, his travels around the world, and his various jobs.
- He advises Susan to drink a tall glass of water every morning, to eat six small meals a day, and to avoid artificial sweeteners.
- He goes caroling with Susan and her friend Tracy, even though he does not celebrate Christmas.
- He comforts Tracy when she is heartbroken over a boy and tells her that life is full of surprises.
- He speaks Arabic, Spanish, French, and English.
- He does not own a car or a television and prefers to walk or take the bus.
- He reminds Susan of her grandmother who lives in Jerusalem and makes her feel connected to her roots.
Read this excerpt from a political candidate’s speech about college tuition.
Some people criticize my view that college education should be free for all state residents. But why do they? Our state has enough money, and if we don’t spend it on education, where will we spend it? Think about how much money is spent on state programs that don’t benefit anyone and just line the pockets of politicians and their friends.
Which logical fallacy does the author include?
red herring
ad populum
false analogy
slippery slope
A logical fallacy is an argument that may sound convincing or true but is actually flawed. A red herring fallacy is an attempt to redirect a conversation away from its original topic by introducing an irrelevant piece of information that distracts the reader or listener.
In the excerpt from the political candidate’s speech, the author includes a red herring fallacy when they say: “Think about how much money is spent on state programs that don’t benefit anyone and just line the pockets of politicians and their friends.” This statement is irrelevant to the main topic of college tuition and is meant to divert attention from the criticism of their view. Therefore, the correct answer is red herring.
The logical fallacy included in the excerpt is a red herring.
The correct answer to the given question is option 1.
A red herring fallacy occurs when an irrelevant or unrelated topic is introduced into an argument to divert attention from the main issue. In this case, the author is discussing the criticism they receive for advocating free college education for state residents. Instead of directly addressing the criticism or providing valid counterarguments, the author introduces a new topic about wasteful spending on state programs that don't benefit anyone.
By shifting the focus to unrelated state programs and suggesting that the money spent on those programs could be used for education, the author attempts to distract the audience from the actual topic of free college education. The argument becomes an attempt to justify funding education by criticizing other government expenditures, rather than providing substantive reasons for the proposed policy.
This diversionary tactic does not address the concerns or criticisms of providing free college education and instead introduces an unrelated topic to create a false sense of justification. It is important to recognize and avoid red herring fallacies as they undermine the logical coherence and effectiveness of an argument.
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