in the following sentence, identify the italicized prepositional phrase as either an adjective phrase or an adverb phrase.

The alley cat from down the street ate the cake.

Answer:

look at the explanation :)

Explanation:

Adjectives are the words which qualify the noun or pronoun. Therefore, Adjective Phrase refers to the modification of noun or pronoun in a sentence with group words. In the sentence " The alley cat from down the street ate the cake."

An adjective phrase in the above sentence is alley cat from down the street.

Adjectives used in the above sentence are "alley" and "from down the street".

17. choose the word or phrase that best completes the sentence.

"By the time tennis practice is over, Mother _______________ dinner."
A) made
B) will made
C) will make
D) will have made
18)
What is the meaning of the word submerged as it is used in the sentence?

Four days of raining caused many cars to be completely submerged.
A) to move with water
B) to place water inside
C) to be placed above water
D) to be placed under water

#1. How is the dash used as an interrupter in this sentence?
Money, popularity, love--none of these things will replace inner peace.
A. Parenthetical expression
B. Appositive
C. Direct address
D. Summary
E. Two adjectives before a noun

#2. How is the comma used as an interrupter in this sentence?
You are, as you well know, a candidate for class president.
A. Parenthetical expression
B. Appositive
C. Direct address
D. Summary
E. Two adjectives before a noun

#3. How is the dash used as an interrupter in this sentence?
Birth, death, and taxes--you can't get away from them!
A. Parenthetical expression
B. Appositive
C. Direct address
D. Summary
E. Two adjectives before a noun

Help, please i need help were i put the question marks!!

Please help!!!!

You are the storyteller! Believe it or not, your day-to-day activities are the makings of a wonderful story. What words would you choose to describe your day? What information and evidence can you recall that could inspire your word choice? Let the reader feel what it is like being you.

pleas help quick help!!!!!

What is Samuel’s point of view about the Native Americans?

A. Samuel is more interested in taking care of the colony’s needs, like farming and building houses, than making friends with the Native Americans.
A. Samuel is more interested in taking care of the colony’s needs, like farming and building houses, than making friends with the Native Americans.

B. Samuel believes that a relationship with the Native Americans is helpful because it makes the colonists stronger.
B. Samuel believes that a relationship with the Native Americans is helpful because it makes the colonists stronger.

C. Samuel wants to have a closer relationship with the Native Americans in order to convert them to Christianity.
C. Samuel wants to have a closer relationship with the Native Americans in order to convert them to Christianity.

D. Samuel stays away from the Native Americans after James’s death.
this is ergent

In a paragraph explaining right it was necessary for God to have a redemption plan. Use complete sentences

List one advantage and one disadvantage to a daily planner Advantage: Disadvantage:

How does the setting of a life at sea in Selection 1 affect the character?


A)He lives a life of unmatched ease.


B)He leads a life of great adventure.


C)He has many unmet needs.


D)He is in constant fear.




(the POEM)

I must go down to the seas again, to the lonely sea and the sky,
And all I ask is a tall ship and a star to steer her by,
And the wheel’s kick and the wind’s song and the white sail’s shaking,
And a gray mist on the sea’s face and a grey dawn breaking.

I must go down to the seas again, for the call of the running tide
Is a wild call and a clear call that may not be denied;
And all I ask is a windy day with the white clouds flying,
And the flung spray and the blown spume, and the sea-gulls crying.


I must go down to the seas again, to the vagrant gypsy life,
To the gull’s way and the whale’s way, where the wind’s like a whetted knife;
And all I ask is a merry yarn¹ from a laughing fellow-rover²,
And quiet sleep and a sweet dream when the long trick’s over.

Question:

STORIES OF USEFUL INVENTIONS, excerpt
By S. E. Forman

1911

THE MATCH

There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.

What was the main problem with relying on nature to start a flame? (5 points)

Fire could only be collected with "sticks of wood" that were hard to find.
Fire had to be "carefully guarded," requiring someone to stay behind from hunting.
Fire had to be "carried to the home," which could be dangerous and awkward.
Fire was likely hard to find, requiring a "long journey and a deal of trouble."

Due: Monday, October 26, 2020, at 5:00 pm

When you begin a writing assignment, it is important that you outline the main points you intend to address. Keeping yourself organized when you write and having a clear plan is important. You will now complete an outline for a personal narrative essay. You will organize the main points that you want to include in your actual narrative essay. In your narrative outline, you will need to include the main points below in your outline.

Personal narratives are developed with a specific five-paragraph plot structure that includes an introductory paragraph, body paragraphs, and a concluding paragraph. Since personal narratives usually tell a story, they use standard plot elements, such as exposition, rising action, climax, falling action, and resolution.

Topic: Clearly state your chosen topic for your narrative here.



I. Introduction: In one to two sentences, provide background on the main point of your narrative. You likely want to summarize the five Ws plus how so that you are able to set the scene and establish your main characters.



II. First Body Paragraph: In one to two sentences, summarize the rising action of your narrative.



III. Second Body Paragraph: In one to two sentences, summarize the climax of your narrative.



IV. Third Body Paragraph: In one to two sentences, summarize the falling action (or what occurs after the climax) of your narrative.



V. Conclusion: In one to two sentences, summarize the conclusion or resolution by discussing what you learned or what new perspective you gained.

Which of the following examples uses quotation marks and commas to cite evidence correctly?

Group of answer choices

1 In scene 2 "the snow spread, like a soft blanket."

2 "In scene 2, the snow spread like a soft blanket."

3 "In scene 2" the snow spread, like a soft blanket.

4 In scene 2, "the snow spread like a soft blanket."

Assignment: 01.04 How Theme Develops Details Please follow the directions as indicated in the lesson. Due Date N/A Points Possible 100 Course Contribution 100 Submissions Allowed 3 Submission Number 0 Student comments GUYS ALL IT ASKING IS HOW THEME DEVOLVES HELP

Do you think any of the color mutations in the beetles helped them survive in the environment? Explain your answer.

ILL MARK THE BRAINLEST

How does Iggy’s behavior around Kenny Kane contrast his behavior earlier in the novel? What can you infer about Iggy’s feelings towards Killer Kane?

FREAK THE MIGHTY! PLEASE HELP!

The Help
When Minny calls Aibileen, what did Aibileen say about what Skeeter asked her?

Which statement best gives the central idea of the excerpt from Immigrant Kids?

A: Medical examinations at Ellis Island forced many immigrants to return to their home countries.
B: Immigrants were willing to leave their homes and journey to the United States because they believed their lives would be better.
C: Immigrant children were luckier than their parents because they were able to start a new life so young.
D: Ellis Island was an important part of an immigrant's arrival to the United States.

What individuals, events, and ideas brought Malala to this point in her memoir?

If you can be one thing when you grow up what would it be? (for you)

In Selection 2, why is the phrase “ here for now” repeated at the end of every stanza?


A)to show that progress is important


B)to express that everything is impermanent


C)to express that the tour bus is standing still


D)to show that wilderness always triumphs over civilization




(the poem)
I gaze out the tour bus window at an ancient land.

The green fields could tell tales of centuries past.

Snaking rivers have chased their own tails and shed their blue skins

But are here for now.


5 I see a grove of trees sway slightly in the soft wind ahead.

Branches mime silent secrets beyond the window.

Shades of leaves have bloomed and faded and fallen again

But are here for now.


I look at a town of rubble beyond the passing trees.

10 Broken bricks and shattered shingles lie in a crisp grid of ruin.

This ancient village has prospered and faded, now felled by the axe of progress,

But is here for now.


It looks as if trees were planted to obscure the past. These walls of leaves hide houses in pieces.

15 Someone wants to forget this short breath of history that has come and drifted onward

But is here for now.


Ahead a city gleams, a new horizon on ancient land.

Miles of glass and steel that speak at night with endless light.

A great future has arrived—an immovable age!

20 A permanent page in humanity’s tome of tales!—

But it is really only here for now.

In paragraph 1 of selection 2, the use of quotation marks with the word " dangers " presents the author’s tone as


A)concerned.


B)indifferent.


C)questioning.


D)sarcastic.


(the paragraph)

1 When crime spikes in a city, one of the first things local governments propose is enforcing a teen curfew. Officials often use emotional arguments that teens either aren’t safe at night or are causing trouble. A curfew, they say, will help reduce crime and save children from all sorts of “dangers.”

C. Using the grid provided, show me how you would set up a weeklycalendar/planner-- be sure to include due dates and classes! Monday Tuesday Wednesday Thursday Friday

Passage 1: Excerpt from Will Yellow School Buses Soon Become Rolling Ads?
1 Tight school budgets could soon translate into Missouri school districts’ selling ad space on yellow school buses.



2 Missouri state Rep. T.J. Berry, R-Kearney, says his bill—HB 224—isn’t a cure-all by any stretch. But legalizing ads inside and outside the buses would give school districts one additional way to raise money in these tough times.



3 “Every single school district has had to deal with budget concerns,” Berry said last week. “And generally speaking, the way they have had to deal with those has been cuts or tax increases.”



4 The school bus is something that is already out there and paid for, he said. His bill would permit districts to generate a modest stream of income from their buses.



5 Few question the need for finding additional funds when it comes to educating children, but at least two groups think the school bus exteriors should remain ad-free.



6 “There is no such thing as free money,” said Josh Golin, associate director for the Campaign for a Commercial Free Childhood. “There are real costs to this: the price of selling out your students to advertisers.”



7 Students don’t need the first and last message they receive from their schools each day to be advertisements, Golin said. Students boarding a bus are certainly a captive audience.



8 The National Association of State Directors of Pupil Transportation Services opposes advertising on safety grounds. Obscuring the recognizable school-bus yellow exterior with ads and distracting other drivers “present a safety problem around school buses that cannot be ignored,” the group said in its position paper.



9 National studies have shown that anything that diverts a driver’s attention from the road can pose a hazard, opponents say.



10 “And a big yellow bus doesn’t distract?” Berry asked.



11 Several years ago in Indiana, a Department of Education lawyer suggested that allowing advertisements on buses would invite First Amendment challenges by spurned advertisers, the group noted.



12 Berry said the bill would limit the types of advertising that would be allowed.



13 The regulations would prohibit ads that contain obscene or sexual material, or messages associated with gambling, tobacco products, alcohol, and political campaigns or causes. The ads could not promote drug use or “any illegal activity or antisocial behavior.” They can’t contain “harmful, discriminatory, false, misleading or deceptive” messages.



14 “There are a lot of safeguards being built in,” he said.



15 Berry emphasized that the space reserved for the ads would be “very limited,” meaning toward the back of the bus.



16 By 2012, nine states—Arizona, Colorado, Massachusetts, Nevada, New Jersey, New Mexico, Tennessee, Texas and Utah—permitted advertising on the exterior of school buses, according to the Campaign for a Commercial-Free Childhood. Several, including Missouri, considered it last year.



17 The bill made it out of the Missouri House last year but did not clear the Senate, Berry said. He acknowledged that the idea was “very controversial.”

(questions)

In Passage 1, how does the author represent the various points of view on the issue of advertisements on school buses?


A)by providing quotes from people on both sides of the issue


B)by describing the financial benefits for both sides of the issue


C)by sharing anecdotes from politicians on both sides of the issue


D)by elaborating on the benefits that would result from both sides of the issue

Sebastian wanted to read the article in his social studies book that he was going to be tested on quickly. His teacher told him he should re-think that idea. Explain to Sebastian how to determine the appropriate reading rate.

What is 2 things can you never eat for breakfast?

can make sure this essay ok? I just want to make sure it makes sense and the grammar is good :) (please don't copy and paste :< its illegal bc I'm not giving you permission to so please don't also please don't just scam me for points or answer just bc you need the points)

When the Rosetta Stone was discovered nobody knew how to read the hieroglyphs or ancient Egyptian demotic. The stone was also written in ancient Greek. Since the inscriptions said the same thing in three different languages the Rosetta Sone became a very valuable piece of information. Through the work of many people, it took more than two months to uncover what the Rosetta Stone said. The Rosetta Stone is a rock that was written on by Egyptian priests for the honor of an Egyptian Pharaoh named Ptolemy V Epiphanes.

Even though the Rosetta Stone is in three different languages archeologists and scholars were able to translate it and read the inscriptions in a modern understanding. Jean-Francois Champollion was the first to crack the code of the Rosetta Stone. Napoleon Bonaparte's a french soldier was the first to find the Rosetta Stone with the writing near the town of Rashid. While digging the additions of a foundation for a fort near the town or Rashid in the Nile Delta the Stone was found.

The Damage on the Rosetta Stone made the three texts incomplete. The Egyptian hieroglyphics had suffered the most damage out of the three texts. Some of the text is incomplete due to cracks and missing pieces from the stone, but scholars and archeologists were still able to translate what it said. The Egyptian priests had craved the Rosetta Stone 196 BC during the Ptolemaic dynasty. The stone was made of a material called Granodiorite.

An excerpt from The Wonderful Wizard of Oz

L. Frank Baum


Chapter 12: The Search for the Wicked Witch


The Emerald City was soon left far behind. As they advanced the ground became rougher and hillier, for there were no farms nor houses in this country of the West, and the ground was untilled.


In the afternoon the sun shone hot in their faces, for there were no trees to offer them shade; so that before night Dorothy and Toto and the Lion were tired, and lay down upon the grass and fell asleep, with the Woodman and the Scarecrow keeping watch.


Now the Wicked Witch of the West had but one eye, yet that was as powerful as a telescope, and could see everywhere. So, as she sat in the door of her castle, she happened to look around and saw Dorothy lying asleep, with her friends all about her. They were a long distance off, but the Wicked Witch was angry to find them in her country; so she blew upon a silver whistle that hung around her neck.


At once there came running to her from all directions a pack of great wolves. They had long legs and fierce eyes and sharp teeth.


"Go to those people," said the Witch, "and tear them to pieces."


"Are you not going to make them your slaves?" asked the leader of the wolves.


"No," she answered, "one is of tin, and one of straw; one is a girl and another a Lion. None of them is fit to work, so you may tear them into small pieces."


"Very well," said the wolf, and he dashed away at full speed, followed by the others.


Read the passage on the left to answer the following questions:


1)

What inference can be made about the country of the West?

A) The land is empty and barren.

B) People haven't lived there in years.

C) It is far away from the Emerald City.

D) It is watched by the Wicked Witch of the West.

2)

What 2 lines BEST support your answer?

A) the sun shone hot in their faces, for there were no trees to offer them shade

B) They were a long distance off, but the Wicked Witch was angry to find them in her country

C) for there were no farms nor houses in this country of the West and the ground was untilled.

D) The Emerald City was soon left far behind, As they advanced the ground became rougher and hillier,

E) At once there came running to her from all directions a pack of great wolves. They had long legs and fierce eyes and sharp teeth.

Which choice best explains what caused the narrator to feel that the Tanzanian culture was becoming his own culture? (document included)

A) the fact that he shared the experience of moving to Tanzania with his family


B) connecting to the culture through music, which he enjoyed from his first day in school


C) his mastery of the language, which enabled him to view the world as a native Tanzanian did


D) his decision to give up the ideas and traditions that were associated with is old culture and language ​

If you were going somewhere on vacation where would you go? Would you rather take a lengthy road trip or a flight?

Read the following passage written by a teen hero:

I want to be a vocal advocate for nature.
I reject the idea that I am too young to make a difference.
I recently helped a group with a river cleanup.
I was mortified to see the destruction of animals and plants.
When I got home, I composed a letter to my state politicians and asked them to allocate more money to the local river cleanup effort.
I believe my vocation is to help citizens see that we are at a junction.
We can decide to subject nature to abuse, or we can decide to be a benefactor to nature.
I won't let obstacles detract from my mission.


In sentence 4, the root in the word "mortified" means
frustration
death
disappointment
sadness