Answer: A
Explanation:
Answer: A is correct
Explanation:
She encourages us to read and write well, too.
Which phrase is an example of
figurative language?
*in bed under the covers |
shivered and stared at the
ceiling
*I left the basket in the attic
*maybe I had been a witch
during the Salem Witch Trials
*the room became blurry
through the lens of my tears
what does the old woman's advice suggest about the theme,central idea, or myth
When Proctor forgets the adultery commandment, it is an example of irony. What is the purpose of the irony in this scene?
Answer:
In 'The Crucible,' the purpose of irony in Proctor forgetting the commandment against adultery is to emphasize the idea to the readers in understanding the difference between the expectations and the reality/outcome as he actually didn't apply that commandment in his life. He had a love affair with Abigail and therefore, he pretends that he does not remember the commadment preaching not to commit adultery which conveys the readers the distinction between his words and actions.
please help lol i don’t feel like doing it yup
What effect does the first-person point of view in "The Yellow Wallpaper"
most likely have on the reader?
A. The first-person point of view allows the reader to better
understand the narrator by seeing how her actions look to other
characters.
B. The first-person point of view allows the reader to better identify
with the characters by becoming a part of the action and affecting
the story's outcome.
C. The first-person point of view allows the reader to connect with
the narrator and hear her voice as she descends into madness.
D. The first-person point of view gives the reader more information by
providing access to the thoughts of all the characters.
Answer:
C.
Explanation:
Answer: Allows the reader to have the least connection and involvement with the character
Explanation: someone keeps deleting my answers even tho they are correct.
T-T
PLEASE HELP ME, THIS IS REALLY URGENT. I WILL GIVE BRAINEST TO THE CORRECT ANSWER
Where and how should you use evidence in a literary analysis?
Group of answer choices
in the third paragraph, to summarize the entire novel
at the very beginning of your essay, to introduce your topic
in the conclusion, to emphasize your main ideas
in the body of your essay, to support your reasons
Answer:
in the boday of your easy to support your reason
What is the main idea of this passage? On the other hand, a savings account is used to set money aside for use in the future, and it allows the money to collect interest. Many people regularly place some of their money into savings accounts rather than spending it in order to achieve financial goals—such as buying the latest gadget or game—without having to go into debt to do it.
-From "Learning Bank - Checking & Savings Accounts" by FDIC.gov
Group of answer choices
a. Savings accounts can be used to put money aside and earn more money.
b. Many people would rather put their money aside than spend it right away.
c. Savings accounts are often used to buy gadgets or objects people most desire.
d. Savings accounts help people to avoid debt when they want to buy a game.
who or what is the focus of part 1 of Julie of the wolves according to the novels table of contents
Answer:
Enrichment/writing
Explanation:
It says in the table of contents that part one is Enrichment/writing comprehension.
Answer:
Amoraq the wolf
Explanation:
its in the table of contents
HELP PLEASE!!!!!!!!Consult the poem to help you answer the question.
"The Tyger" by William Blake Tyger Tyger, burning bright, In the forests of the night; What immortal hand or eye, Could frame thy fearful symmetry? In what distant deeps or skies Burnt the fire of thine eyes! On what wings dare he aspire? What the hand, dare seize the fire? And what shoulder, & what art, Could twist the sinews of thy heart? And when thy heart began to beat, What dread hand? & what dread feet? What the hammer? what the chain, In what furnace was thy brain? What the anvil? what dread grasp, Dare its deadly terrors clasp? When the stars threw down their spears And water’d heaven with their tears: Did he smile his work to see? Did he who made the Lamb make thee? Tyger, Tyger burning bright, In the forests of the night: What immortal hand or eye, Dare frame thy fearful symmetry?
In "The Tyger," what conclusion can be drawn about the tiger’s creator?
Answer:
powerful and fearless entity.
Explanation:
In the poem "The Tyger," William Blake portrays the tiger’s creator as a powerful and fearless entity. This can be ascertained from the fact that the poet claims the tiger as a fearsome animal with strong jaws and strength, however, the one who made it must be more powerful and dreadful than the tiger itself.
Blake says this because everyone fears the tiger's deadly terrors so one can only imagine what the creator of the tiger would be like. He/she would be really fearless and powerful to have the courage to create such an animal, in fact, an immortal being.
Answer: Its creator is passionate and energetic
Explanation: Got it correct on pearson
can someone help me write a 3 sentence story.
elements: stroll on the beach, a glass of ice tea, cow
Answer:
I was taking a scroll on the beach when I realized that I really wanted a glass of ice tea. I got in my car and while I was on my way to Starbucks I saw a cow. In the end I finally got my ice tea
Explanation:
Hope this helps
Who or what is the focus of part 1 of Julie of the wolves according to the novels table of contents
A) the wild life of Alaska
B) Miyaxs father
C) Amoraq the wold
D) Miyaxs childhood
Answer:
A
Explanation:
Answer:
A
Explanation:
its totally A cause they pretty much only talk about how she survives in alaska and how she communicates with the wolves.
What is the main idea of this:
I could have given up, but I thought about my grandmother. She always told me that "people who believe that science is the answer to everything are missing out on everything else." With her words in mind, I searched some more. There were many facts that hinted that dragons may not be fictional. I noticed that cultures across the world all described dragons in similar ways. This was odd because they had no way to communicate with each other. I found dragons mentioned in more than just stories. They appeared in old legal papers, in the travel logs of Marco Polo, and in the Bible. I saw that the Chinese calendar uses a different animal each year. Dragons are included along with eleven real animals. I began to believe it was a real possibility that all of these people were talking about a creature that actually existed.
Answer:the main idea of this is that science is only things that scientists see and they don´t what is in people´s minds and only believe in what they see.
Explanation:
Answer: Dragons are real because all the other animals on the calendar are real.
Read the excerpt from a girl named zippy
The people who will be reading your writing are known as your
O A. audience
O B. teachers
O C. boss and coworkers
D. friends
Answer: A. Audience
Explanation:
Answer:
I think it’s B
Explanation:
teachers
SUMMARIZE: As a storyteller, what was Dante's purpose for describing hell?
Answer:
umm i dont exactly understand the question
Explanation:
Find the error with subject verb agreement. Select the incorrect verb and type it correctly.
There is several baseball franchises, including the Chicago Cubs and the St.
Louis Cardinals, that date back to the 1870s and 1880s.
Review the excerpt from Patrick Henry’s “St. John’s Church” speech:
No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The questing before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.
Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. I have but one lamp by which my feet are guided, and that is the lamp of experience. I know of no way of judging the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the House. Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with those warlike preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? 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. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne! In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope. If we wish to be free– if we mean to preserve inviolate those inestimable privileges for which we have been so long contending–if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained–we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all that is left us!
1000 word short story
Answer:
any specific topic? i'll help u
Explanation:
By the double crest of my fowl, and by the rose lining of my sweetheart's slipper! By all the horns of well-beloved cuckolds, and by the virtue of their blessed wives! the finest work of man is neither poetry, nor painted pictures, nor music, nor castles, nor statues, be they carved never so well, nor rowing, nor sailing galleys, but children. Understand me, children up to the age of ten years, for after that they become men or women, and cutting their wisdom teeth, are not worth what they cost; the worst are the best. Watch them playing, prettily and innocently, with slippers; above all, cancellated ones, with the household utensils, leaving that which displeases them, crying after that which pleases them, munching the sweets and confectionery in the house, nibbling at the stores, and always laughing as soon as their teeth are cut, and you will agree with me that they are in every way lovable; besides which they are flower and fruit--the fruit of love, the flower of life. Before their minds have been unsettled by the disturbances of life, there is nothing in this world more blessed or more pleasant than their sayings, which are naive beyond description. This is as true as the double chewing machine of a cow. Do not expect a man to be innocent after the manner of children, because there is an, I know not what, ingredient of reason in the naivety of a man, while the naivety of children is candid, immaculate, and has all the finesse of the mother, which is plainly proved in this tale. Queen Catherine was at that time Dauphine, and to make herself welcome to the king, her father-in-law, who at that time was very ill indeed, presented him, from time to time, with Italian pictures, knowing that he liked them much, being a friend of the Sieur Raphael d'Urbin and of the Sieurs Primatice and Leonardo da Vinci, to whom he sent large sums of money. She obtained from her family--who had the pick of these works, because at that time the Duke of the Medicis governed Tuscany-- a precious picture, painted by a Venetian named Titian (artist to the Emperor Charles, and in very high flavour), in which there were portraits of Adam and Eve at the moment when God left them to wander about the terrestrial Paradise, and were painted their full height, in the costume of the period, in which it is difficult to make a mistake, because they were attired in their ignorance, and caparisoned with the divine grace which enveloped them--a difficult thing to execute on account of the colour, but one in which the said Sieur Titian excelled. The picture was put into the room of the poor king, who was then ill with the disease of which he eventually died. It had a great success at the Court of France, where everyone wished to see it; but no one was able to until after the king's death, since at his desire it was allowed to remain in his room as long as he lived. One day Madame Catherine took with her to the king's room her son Francis and little Margot, who began to talk at random, as children will. Now here, now there, these children had heard this picture of Adam and Eve spoken about, and had tormented their mother to take them there. Since the two little ones at times amused the old king, Madame the Dauphine consented to their request. "You wished to see Adam and Eve, who were our first parents; there they are," said she. Then she left them in great astonishment before Titian's picture, and seated herself by the bedside of the king, who delighted to watch the children. "Which of the two is Adam?" said Francis, nudging his sister Margot's elbow. "You silly!" replied she, "to know that, they would have to be dressed!" This reply, which delighted the poor king and the mother, was mentioned in a letter written in Florence by Queen Catherine. No writer having brought it to light, it will remain, like a sweet flower, in a corner of these Tales, although it is no way droll, and there is no other moral to be drawn from it except that to hear these pretty speeches of infancy one must beget the children
Fill in the sentence with the correct form of the underlined word.
We took a vote to elect our class president.
We had an _________
Answer:
election
Explanation:
What element of tone is unique to a stage production?
O A. Plot
O B. Word choice
O C. Conflict
O D. Sound
What is the topic of this passage?
What is the author's purpose for writing this passage?
Madagascar is an island lying about 1,000 miles south of
Socotra. The people are Saracens who worship Mahomet.
They have four sheikhs--that is to say, four elders-who
exercise authority over the whole island. ... It is said to
measure about 4,000 miles in circumference. The people
live by trade and industry.
-"The Middle East,"
Marco Polo
Answer:
im pretty sure that it would be about the location and population and size
Explanation:
Answer:
1.The island of Madagascar
2.To inform
Explanation:
which of the following sentences uses figurative language?
i had a long day at school because of all my activities.
i felt like i could take a nap after the long day of tests that i had.
my teacher gave us a break because the day had been so long.
My day at school was a marathon and triathlon combined.
Answer:
My day at school was a marathon and triathlon combined.
Explanation:
It means it was a really rough day at school. It is using a metaphore which is a type of figurative language
Diary of a wimpy kid hardluck
When Mom took Greg clothes shopping, he was most pumped about ---
A. finding a nice tie to wear to the dance
B. buying a birthday gift for Rowley
C. playing at the arcade
D. getting a new pair of shoes
PLEASE HELP!! ANSWER ASAP!!
Select the correct answer.
Look at the examples in highlighted text in the passage. Which example shows the Socratic teaching method Plato recorded?
A.
Yes, Polemarchus, - Thrasymachus said . . . .
B.
Yes, said Cleitophon, interposing, . . . .
C.
I am only repeating what you are saying, . . . .
D.
To be sure, he replied, they are liable to err.
The Republic by Plato
Plato was a student of the Greek philosopher, Socrates. He recorded many conversations between Socrates and the men of Athens in the 5th century A.D. These conversations often took a form that has come to be known as the Socratic Method, as Socrates asked questions and added examples to lead his companions to draw correct conclusions about such concepts as virtue, beauty, friendship, truth, and justice. In the following passage from The Republic, the topic is justice.
Great or small, never mind about that: we must first enquire whether what you are saying is the truth. Now we are both agreed that justice is interest of some sort, but you go on to say 'of the stronger'; about this addition I am not so sure, and must therefore consider further.
Proceed.
I will; and first tell me, Do you admit that it is just for subjects to obey their rulers?
I do.
But are the rulers of states absolutely infallible, or are they sometimes liable to err?
To be sure, he replied, they are liable to err.
Then in making their laws they may sometimes make them rightly, and sometimes not? True.
When they make them rightly, they make them agreeably to their interest; when they are mistaken, contrary to their interest; you admit that?
Yes.
And the laws which they make must be obeyed by their subjects, —and that is what you call justice?
Doubtless.
Then justice, according to your argument, is not only obedience to the interest of the stronger but the reverse?
What is that you are saying? he asked.
I am only repeating what you are saying, I believe. But let us consider: Have we not admitted that the rulers may be mistaken about their own interest in what they command, and also that to obey them is justice? Has not that been admitted?
Yes.
Then you must also have acknowledged justice not to be for the interest of the stronger, when the rulers unintentionally command things to be done which are to their own injury. For if, as you say, justice is the obedience which the subject renders to their commands, in that case, O wisest of men, is there any escape from the conclusion that the weaker are commanded to do, not what is for the interest, but what is for the injury of the stronger?
Nothing can be clearer, Socrates, said Polemarchus.
Yes, said Cleitophon, interposing, if you are allowed to be his witness.
But there is not need of any witness, said Polemarchus, for Thrasymachus himself acknowledges that rulers may sometimes command what is not for their own interest, and that for subjects to obey them is justice.
Yes, Polemarchus, - Thrasymachus said that for subjects to do what was commanded by their rulers is just.
Yes, Cleitophon, but he also said that justice is the interest of the stronger, and, while admitting both these propositions, he further acknowledged that the stronger may command the weaker who are his subjects to do what is not for his own interest; whence follows that justice is the injury quite as much as the interest of the stronger.
But, said Cleitophon, he meant by the interest of the stronger what the stronger thought to be his interest, —this was what the weaker had to do; and this was affirmed by him to be justice.
Those were not his words, rejoined Polemarchus.
Never mind, I replied, if he now says that they are, let us accept his statement. Tell me, Thrasymachus, I said, did you mean by justice what the stronger thought to be his interest, whether really so or not?
Certainly not, he said. Do you suppose that I call him who is mistaken the stronger at the time when he is mistaken?
Yes, I said, my impression was that you did so, when you admitted that the ruler was not infallible but might be sometimes mistaken.
Answer:
It is C.
Explanation:
this is like repeating what this person is saying/or doing.
The example which shows the Socratic teaching method Plato recorded is Option C.
A shared discourse between teacher and students is central to the Socratic Method. By asking thought-provoking queries, the trainer takes the lead.
What is the modern use of the Socratic method?This kind of questioning was also employed by Socrates to encourage people to question what they were told and to look beyond the obvious. In today's medical and legal education, the Socratic method is frequently utilized to assist students to grasp more complex topics and/or principles.
The teacher helps students learn new concepts by beginning with questions that they already know and understand. This fosters an environment where pupils are genuinely learning rather than parroting knowledge and forgetting it.
For more information about the Socratic method refer to the link:
https://brainly.com/question/977447
#SPJ2
Is a sidekick likely to be a friend or someone you just met?
Answer:
Explanation:
most likely a friend
Answer:
a friend because you have to trust a sidekick
Explanation:
four important healthy habits you adopt personally
Explanation:
Get between seven and eight hours of sleep per night. ...
Get outside. ...
Spend time with loved ones. ...
Don't smoke cigarettes. ...
Cook the majority of your meals at home, if you can. ...
Eat more fruits and veggies. ...
Stop drinking soda.
2. How do the three stanzas of "To Autumn" relate to each other thematically?
Answer:
Explanation:
eats’s speaker opens his first stanza by addressing Autumn, describing its abundance and its intimacy with the sun, with whom Autumn ripens fruits and causes the late flowers to bloom. In the second stanza, the speaker describes the figure of Autumn as a female goddess, often seen sitting on the granary floor, her hair “soft-lifted” by the wind, and often seen sleeping in the fields or watching a cider-press squeezing the juice from apples. In the third stanza, the speaker tells Autumn not to wonder where the songs of spring have gone, but instead to listen to her own music. At twilight, the “small gnats” hum among the "the river sallows," or willow trees, lifted and dropped by the wind, and “full-grown lambs” bleat from the hills, crickets sing, robins whistle from the garden, and swallows, gathering for their coming migration, sing from the skies.
Form
Like the “Ode on Melancholy,” “To Autumn” is written in a three-stanza structure with a variable rhyme scheme. Each stanza is eleven lines long (as opposed to ten in “Melancholy”, and each is metered in a relatively precise iambic pentameter. In terms of both thematic organization and rhyme scheme, each stanza is divided roughly into two parts. In each stanza, the first part is made up of the first four lines of the stanza, and the second part is made up of the last seven lines. The first part of each stanza follows an ABAB rhyme scheme, the first line rhyming with the third, and the second line rhyming with the fourth. The second part of each stanza is longer and varies in rhyme scheme: The first stanza is arranged CDEDCCE, and the second and third stanzas are arranged CDECDDE. (Thematically, the first part of each stanza serves to define the subject of the stanza, and the second part offers room for musing, development, and speculation on that subject; however, this thematic division is only very general.)
The three stanzas of "To Autumn" relate to each other thematically in the following manner:
Each stanza describes a different aspect of autumn. The first stanza describes the fruits it produces, the second one the labor of harvesting, and the last one the end of autumn.
"To Autumn" is a poem by John Keats.Every stanza (group of lines) in the contributes to the overall description of the season.Each stanza describes a different aspect or phase of autumn.The first stanza talks about the fruits and crops produced during autumn - autumn's abundance.The second stanza talks about the hard work of harvesting and, in some cases, making other products from what was harvested.Finally, the third stanza talks about the end of the season, when winter gets closer and closer.In conclusion, all three stanzas are thematically connected. They all describe the same season, but they focus each on a different aspect of it.Learn more about the subject here:
https://brainly.com/question/1641635?referrer=searchResults
Which monarch was the target of the Gunpowder Plot? answer is James I ;D
Answer:
king james the l
Explanation:
Answer:
the right answer is James I.
What do you do with a book? Kuroo
Answer:
Lemme answer my own question
Explanation:
YOu read with it
Answer:
I say you
.
.
.
Read it