Answer: "Homework on weekends is beneficial for students because it helps them review the material they learned during the week and practice their skills for upcoming assessments."
Explanation: Homework is an essential part of the learning process that allows students to deepen their understanding of the concepts taught in class and apply them to different situations. Homework on weekends gives students more time to work on challenging assignments that require critical thinking, creativity, and problem-solving skills. Homework also helps students prepare for tests by reinforcing their memory and recall of the information they studied. According to a study published in the High School Journal, students who spent between 31 and 90 minutes each day on homework scored about 40 points higher on the SAT-Mathematics subtest than their peers who reported spending no time on homework each day1. Homework on weekends is not a burden for students, but an opportunity for them to improve their academic performance and achieve their goals.
Hope this helps, and have a great day! =)
A crowd of workmen and curious passersby had formed all along the train. They had undoubtedly never seen a train with this kind of cargo. Soon, pieces of bread were falling into the wagons from all sides. And the spectators observed these emancipated creatures ready to kill for a crust of bread. What is the authors viewpoint about the experience in the passage
Answer: The author believes the experience dehumanizes people both on and off the train.
Explanation: In Night, Elie Wiesel shares his experience in the Nazi concentration camps. Through the book, he writes how the values of humanity are lost and some of the concepts he grew up with are useless now.
In this excerpt, we can see how the situation happening inside the wagon is inhuman because the people on the train are considered to be less than humans, more like animals, because their need for food makes them fight for something as minimal as a crust of bread.
One of the values that make us human is solidarity and the ability to share feelings with other humans. In this excerpt, we can also see that the passersby and the workers enjoy watching people fight for bread crumbs. Therefore, they have lost this value, becoming less human for it.
Which is correct try not to or try to not doing something
Both "try not to" and "try to not" are grammatically correct constructions, but they have slightly different meanings and usage.
"Try not to" is the more commonly used and natural-sounding phrase. It indicates an effort to avoid or refrain from doing something. For example, "Try not to eat too much junk food" means to make an effort to avoid consuming excessive junk food. On the other hand, "try to not" suggests attempting to actively perform an action that involves not doing something. It places emphasis on the action that is being attempted.
For instance, "Try to not let your emotions affect your decision-making" implies making an effort to actively control or prevent one's emotions from influencing decision-making. In most cases, "try not to" is the preferred construction as it aligns more closely with standard usage and idiomatic expressions.
However, "try to not" can be used when a specific emphasis on actively attempting to perform an action while not doing something is desired. Ultimately, the choice between the two depends on the intended meaning and emphasis in a given sentence or context.
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Which quotation is formatted correctly?
O Join me in an effort to reshape our society and regain control of our destiny, as we go down the Chisholm Trail of
1972 (Chisholm).
O Join me in an effort to reshape our society and regain control of our destiny, as we go down the Chisholm Trail of
1972," which I think is a strong message.
O Here she states everyone should join me in an effort to reshape our society and regain control of our destiny, as
we go down the Chisholm Trail of 1972.
O Chisholm ends her speech with a call to join her "in an effort to reshape our society and regain control of our
destiny" (Chisholm).
The quotation that is formatted correctly is "Chisholm ends her speech with a call to join her 'in an effort to reshape our society and regain control of our destiny' (Chisholm )."
This quotation follows the appropriate formatting guidelines for incorporating a direct quote from a source. The speaker's name, Chisholm, is mentioned in parentheses after the quote. The quote itself is enclosed in single quotation marks (' ') to indicate the exact words spoken by Chisholm.
Additionally, the source is cited within the parentheses as 'Chisholm,' indicating that the quote comes from Chisholm's speech. Proper citation and formatting of quotations are important to give credit to the original source and provide clarity to readers. Following the correct formatting guidelines helps maintain academic integrity and ensures that readers can easily identify and locate the original source material.
By using quotation marks, and parentheses, and providing the speaker's name, the correctly formatted quotation accurately represents the words spoken by Chisholm and provides the necessary information for proper citation.
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Steven and Miles disagreed about what to do with the money they had found of?
Steven and Miles disagreed about what to do with the money they had found. While Steven wanted to donate it to a local charity, Miles believed they should keep it for themselves. Their differing opinions led to a heated argument, but eventually, they decided to find a compromise that would satisfy both of them.
1. Steven and Miles discovered a sum of money, and each had a different idea about how to use it.
2. Steven proposed donating the money to a local charity, emphasizing the importance of giving back to the community.
3. On the other hand, Miles was more inclined to keep the money for themselves, arguing that they had found it fair and square.
4. Their conflicting viewpoints sparked a disagreement between the two friends, as both felt strongly about their positions.
5. To resolve the issue, they decided to have an open and respectful discussion, allowing each other to express their perspectives.
6. During the discussion, Steven explained his reasons for wanting to donate the money, highlighting the positive impact it could have on the lives of those in need.
7. Miles, in turn, expressed his concerns about potentially losing the opportunity to improve their own lives if they gave the money away.
8. Recognizing the value of compromise, Steven and Miles searched for a solution that would satisfy both of their desires.
9. After much deliberation, they reached a middle ground: they would donate a portion of the money to the charity while keeping the remainder for themselves.
10. This compromise allowed them to support a cause they cared about while also benefiting personally.
11. In the end, Steven and Miles realized that their differing opinions had led to a more thoughtful decision and strengthened their friendship.
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COMPARISON BETWEEN THE FRIENDS LETTER AND OFFICIALS LETTER
A friend's letter is informal, personal, and usually handwritten, while an official letter is formal, professional, and typewritten.
The Friends Letter and the Officials Letter are two distinct types of correspondence that serve different purposes and are structured differently. The Friends Letter is a personal form of communication typically exchanged between friends, family members, or acquaintances. Its purpose is to maintain social connections, share personal experiences, express emotions, and engage in casual conversations.
The tone of a Friends Letter is often informal and conversational, reflecting the familiarity between the individuals involved. It may contain updates on personal life events, anecdotes, and jokes, or simply serve as a means of keeping in touch. The structure of a Friends Letter is flexible, allowing for a more relaxed format without adhering to specific rules or formalities.
On the other hand, the Officials Letter is a formal means of communication employed in professional or official contexts. It is usually exchanged between organizations, businesses, government entities, or individuals in positions of authority. The purpose of an Officials Letter is to convey important information, make requests, address issues, or provide official statements.
The tone of an official's Letter is typically formal and respectful, adhering to specific conventions and protocols. It follows a structured format with clearly defined sections, including the sender's and recipient's information, salutations, body text, and a closing statement.
In summary, while the Friends Letter is a personal and informal mode of communication used for social connections and casual conversations, the Officials Letter is a formal and structured means of correspondence used for official or professional purposes. Their differences lie in their purpose, tone, structure, and the relationships they foster.
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Question 2
Which of the following answers is complete and free of fragments?
A. Realizing they were out of bread. The family went to the store.
B. Having realized they were out of bread. The family went to the store.
C. Realizing they were out of bread; the family went to the store.
D. Realizing they were out of bread, the family went to the store.
A Moving to another question will save this response.
Answer:
D. Realizing they were out of bread, the family went to the store.
Explanation:
In A and B, adding the period right there in the middle of the sentence cuts it off. It doesn't make sense anymore because neither sentence works on its own. In C, the semicolon is uneccesary.
Hope this helped :)
Jane and Jim only have one child.
We can shift the unclear modifiers and rewrite the sentences as done below, simply by relocating the words that are distant from what they refer to.
Jane and Jim only have one child. or Jane and Jim have an only child.She went to New York merely to see her editor.Last month, he got almost enough speeding tickets to lose his license.She's so lazy she won't pick up the phone even when she's sitting next to it.Kevin had walked scarcely one block when he remembered he had left his lunch at home.What is a modifier?A modifier is nothing more than a word we use to modify another word, a phrase, or a clause, restricting it, or explaining it, for example. Modifiers should appear as close as possible to the word they modify in order to prevent the sentence from being ambiguous.
Let's take sentence 4 as an example. The problem with the original sentence is the modifier "even". When we read the sentence for the first time, it is quite difficult to notice, but "even" should be placed before the clause "when she's sitting next to it" because this is the part it modifies. The purpose is to indicate the absurdity of the woman or girl not answering the phone "even" when she's right next to it.
With that in mind, we can conclude we have appropriately answered this question.´
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Excerpt 1, from H. G. Wells's novel The War of the Worlds:
The common round the sand pits was dotted with people, standing like myself in a half-fascinated terror, staring at these creatures, or rather at the heaped gravel at the edge of the pit in which they lay. And then, with a renewed horror, I saw a round, black object bobbing up and down on the edge of the pit. It was the head of the shopman who had fallen in, but showing as a little black object against the hot western sun. Now he got his shoulder and knee up, and again he seemed to slip back until only his head was visible. Suddenly he vanished, and I could have fancied a faint shriek had reached me.
Excerpt 2, from Howard E. Koch's script for Orson Welles's radio adaptation:
PHILLIPS: Ladies and gentlemen, you've just heard Mr. Wilmuth, owner of the farm where this thing has fallen. I wish I could convey the atmosphere . . . the background of this . . . fantastic scene. Hundreds of cars are parked in a field in back of us. Police are trying to rope off the roadway leading to the farm. But it's no use. They're breaking right through. Cars' headlights throw an enormous spot on the pit where the object's half buried. Some of the more daring souls are now venturing near the edge. Their silhouettes stand out against the metal sheen.
Which statement best describes the similarity between these versions?
The similarity between the two versions, Excerpt 1 from H. G. Wells's novel The War of the Worlds and Excerpt 2 from Howard E. Koch's script for Orson Welles's radio adaptation, lies in the depiction of a crowd of people witnessing the strange objects or creatures in a pit and the sense of horror and fascination that accompanies the scene.
Both versions portray a gathering of onlookers who are drawn to the pit where the objects or creatures are located. They describe people standing in a state of fascinated terror, staring at the pit and the creatures within it. The descriptions emphasize the eerie atmosphere and the intensity of the observers' reactions.
Additionally, both versions highlight the danger or mysterious nature of the pit. In Excerpt 1, the specific focus is on a shopman who falls into the pit and is seen struggling to escape before vanishing with a possible faint shriek. In Excerpt 2, the script mentions the efforts of the police to rope off the area, indicating the perceived threat or curiosity surrounding the pit.
Overall, the similarity lies in the portrayal of a crowd's reaction to an extraordinary event and the combination of horror, fascination, and the unknown that accompanies it.
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SECTION B [STORY] Imagine that you are khrishna. You have just received your school report indicating that you have failed standard 6. Write a two days' diary entry and describe your feelings before and after receiving the report. (20 MARKS)
Dear Diary,
Day 1:
Today has been a rollercoaster of emotions. I woke up with a mix of excitement and nervousness in anticipation of receiving my school report for Standard 6.
As I made my way to school, my mind raced with thoughts of how well I had done throughout the year. I had put in countless hours of studying and felt confident about my performance in all the subjects.
However, as the teacher handed me the report, my heart sank. I couldn't believe what I saw. The grades were far from what I had expected. It felt like a punch to the gut. Disappointment and sadness washed over me, and I could feel tears welling up in my eyes. How could I have failed?
Day 2:
After a night of restless sleep, I woke up with a heavy heart. Today, I mustered the courage to face my failure. As I reflected on the report, I realized that this setback doesn't define me. It's a temporary setback that I can learn from.
I decided to take responsibility for my actions and seek guidance from my teachers and parents. They assured me that failing one year doesn't mean the end of the world. It's an opportunity to grow, learn, and improve. Their support gave me a glimmer of hope, and I started to see this failure as a stepping stone rather than an insurmountable obstacle.
Though it's tough, I'm determined to work harder, identify my weaknesses, and seek extra help to ensure that I overcome this setback. I know that success is not always linear, and this experience will make me stronger, more resilient, and more determined to achieve my goals.
With a renewed sense of purpose, I'm ready to face the challenges ahead and turn this failure into a catalyst for growth.
Yours sincerely,
Krishna
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write text analysis the little their in the pantry
by anonymous
In this text, "The Little Their in the Pantry," the author examines the significance of a small creature found in the pantry. The title suggests that the creature, referred to as "their," has a connection to the owner of the pantry.
1. Begin by introducing the title and its significance: "The Little Their in the Pantry" captures the attention and curiosity of the reader, hinting at an exploration of a small creature's role within a pantry setting.
2. Proceed to analyze the term "their": The use of the possessive pronoun "their" implies a relationship between the creature and the pantry's owner, creating an element of intrigue and raising questions about this connection.
3. Discuss the setting of the pantry: Describe the pantry as a confined space where food is stored, often associated with sustenance, comfort, and daily routines. This establishes the context for the creature's presence.
4. Explore the significance of the creature's size: Emphasize the use of the word "little" to describe the creature, suggesting that its small size holds importance and contrasts with the pantry's larger items.
5. Consider the possible interpretations: Encourage readers to interpret the metaphorical significance of the creature in the pantry, such as representing hidden desires, secrets, or neglected aspects of the owner's life.
6. Conclude by highlighting the impact of the text: Reflect on how "The Little Their in the Pantry" prompts readers to reflect on the hidden aspects within their own lives, urging them to pay attention to the seemingly insignificant details that may hold profound meaning.
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He looked thin and very serious. Is it direct or indirect
Answer:
direct
Explanation:
Select the correct text in the passage.
Which sentence from the text best reveals Della's relationship with her husband?
(4) In the vestibule below was a letter-box into which no letter would go, and an electric button from which no mortal finger could
coax a ring. Also appertaining thereunto was a card bearing the name "Mr. James Dillingham Young." The "Dillingham" had been
flung to the breeze during a former period of prosperity when its possessor was being paid $30 per week. Now, when the income
was shrunk to $20, the letters of "Dillingham" looked blurred, as though they were thinking seriously of contracting to a modest and
unassuming D. But whenever Mr. James Dillingham Young came home and reached his flat above he was called "Jim" and greatly
hugged by Mrs. James Dillingham Young, already introduced to you as Della. Which is all very good.
(5) Della finished her cry and attended to her cheeks with the powder rag. She stood by the window and looked out dully at a grey
cat walking a grey fence in a grey backyard. Tomorrow would be Christmas Day, and she had only $1.87 with which to buy Jim a
present. She had been saving every penny she could for months, with this result. Twenty dollars a week doesn't go far. Expenses
had been greater than she had calculated. They always are. Only $1.87 to buy a present for Jim. Her Jim. Many a happy hour she
had spent planning for something nice for him. Something fine and rare Lad sterling-something just a little bit near to being
worthy of the honour of being owned by Jim.
Reset
Next
The sentence from the passage that best reveals Della's relationship with her husband is, "Whenever Mr. James Dillingham Young came home and reached his flat above he was called "Jim" and greatly hugged by Mrs. James Dillingham Young, already introduced to you as Della."In the passage, Della and Jim's relationship is depicted as one of great love and affection.
Despite the fact that they are going through a difficult financial time, Della still adores her husband and enjoys hugging him whenever he comes home. By calling him "Jim" instead of "Mr. James Dillingham Young," the passage portrays their relationship as being intimate and informal, which further emphasizes their strong bond.
Therefore, the sentence "Whenever Mr. James Dillingham Young came home and reached his flat above he was called "Jim" and greatly hugged by Mrs. James Dillingham Young, already introduced to you as Della" best reveals Della's relationship with her husband.
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English Language Test
14:28
1. The main focus of the film was a young woman, who at the beginning of the movie was ............. singing, with an open music book in her lap.
a) posed
b) represented
c) seen
d) etched
2. When the police got ............. to the bank, the suspect has already left.
a) back
b) in
c) through
d) on
3. Firstly, thank you all for coming. Secondly, let me introduce you to the name of this course. And ............., have luck!
a) finally
b) lastly
c) in the end
d) in conclusion
4. You ............. to avoid being so petty if you want to marry her.
a) need
b) will
c) should
d) can
5. Her father .............
a) speaks English very fluent
b) speaks English very fluently
c) is speaking English very fluently
d) is speaking English very fluent
6. Would you know how to act if your wife ............. into labor?
a) would have gone
b) would be going
c) was going
d) went
Correct and revise the sentences from page two of this Worksheet. You may add words, use transitional phrases and combine sentences.
ONLY THE FIRST PAGE
The first page of the attached file requires us to classify the groups of of words as fragments or complete sentences, which can be done by observing meanings.
Fragment.Sentence.Fragment.Fragment.Fragment.Fragment.Fragment.Fragment.Sentence.Fragment.Fragment.Fragment.Fragment.Sentence.Fragment.Fragment vs. SentenceA sentence is a group of words that has all the essential elements of a sentence structure, especially a subject and a predicate. Sentences make sense on their own. A fragment, on the other hand, is missing at least of the elements of a sentence structure and, usually, requires more context in order to make sense.
Take a look at the group of words number 1:
"If your parents think today's fashions are weird"It may look like a sentence at first because it has a subject and a complete predicate, including a verb. However, notice how the meaning is incomplete. We are left wondering what the rest of the sentence is, since this is a subordinate clause. That is why we identified it as a fragment.
With that in mind, we can conclude we have correctly answered this question.
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Read the excerpt from Judith Ortiz cofer’s poem “el olvido”.
Which strategy would you be most helpful in enhancing the reader’s comprehension of the poem?
The strategy that would be most helpful in enhancing the reader's comprehension of the poem "el olvido" by Judith Ortiz Cofer is close reading and analysis of the text.
By engaging in a close reading of the poem, the reader can carefully examine the language, imagery, and structure employed by the poet. This involves paying attention to the specific words and phrases used, as well as the overall themes and ideas conveyed. By analyzing the poem in detail, the reader can uncover layers of meaning and symbolism that might not be immediately apparent.
Additionally, taking into account the historical and cultural context of the poem can also aid in comprehension. Understanding the author's background, as well as the historical events and social issues that may have influenced the poem, can provide valuable insights into its meaning.
Furthermore, discussing the poem with others, such as classmates or teachers, can contribute to a deeper understanding of the text. Engaging in thoughtful conversations about the poem can provide different perspectives and interpretations that may shed new light on its themes and imagery.
Ultimately, by employing strategies such as close reading, considering the historical context, and engaging in meaningful discussions, readers can enhance their comprehension of "el olvido" and fully appreciate the richness of Judith Ortiz Cofer's poetic work.
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Matching Question
Match the lifting technique to its respective situation.
The Core Lift
The Team Lift
Brace Yourself
Take a knee
Two-Hand Grip
The Quick Pick
Retrieving a 45-pound object off the
floor
Lifting a 75-pound bag of potatoes
Placing items in a cooler with
outstretched arms
Retrieving an object from the bottom of
a deep bin or barrel
Bending down to pick or retrieve
something from the floor
Repetitive motion e.g. scanning
We can match the lifting technique to their respective situations as follows:
The Core Lift: Lifting a 75-pound bag of potatoesThe Team Lift: Retrieving a 45-pound object off the floorBrace Yourself: Placing items in a cooler with outstretched armsTake a knee: Retrieving an object from the bottom of a deep bin or barrelTwo-Hand Grip: Bending down to pick or retrieve something from the floorThe Quick Pick: Repetitive motion e.g. scanningHow to classify the techniquesTo classify the techniques, we start by understanding the terms and their functions. The core lift is a type of exercise that is meant to take n multiple muscles as the exercise is completed.
In the above technique, the individual lifts a 75-pound bag of potatoes. This exercise will require multiple muscles.
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Which excerpts from "Two Kinds” are examples of internal conflict? Select two options.
The two excerpts from "Two Kinds" that exemplify internal conflict are:
1. "I won't let her change me, I promised myself. I won't be what I'm not."
2. "I had discovered that I could become anyone I wanted to be. But in my rising fury, I had become deaf to her."
1. In the first excerpt, the narrator expresses her determination not to let anyone change her and promises herself that she won't pretend to be someone she's not. This reveals an internal conflict between the narrator's desire to assert her own identity and her fear of external pressures and expectations.
2. In the second excerpt, the narrator reflects on her own transformation and the discovery that she can become anyone she wants to be. However, her rising fury suggests a conflict within herself. While she embraces the freedom of self-creation, she also becomes deaf to her mother's pleas and desires. This internal conflict arises from the narrator's struggle to reconcile her own aspirations and independence with her relationship and obligations towards her mother.
These two excerpts highlight the internal struggles faced by the narrator in "Two Kinds." They showcase her battle between self-expression and conformity, and her conflicting emotions towards her own desires and her mother's expectations.
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What does this mean from Romeo and Juliet? And don't look it up, I need someone who really knows the translation.
"O, so light a foot/ Will ne'er wear out the everlasting flint:/ A lover may bestride the gossamers/ That idles in the wanton summer air,/ And yet not fall; so light is vanity."
The quote means that love is light, both in terms of weight and importance. It can be fleeting and unstable, and even spiderwebs can hold it.
In Act II, Scene 6 of Shakespeare's Romeo and Juliet, Romeo says the following lines: "O, so light a foot / Will ne'er wear out the everlasting flint: / A lover may bestride the gossamers / That idles in the wanton summer air, / And yet not fall; so light is vanity." The phrase "so light a foot" refers to the lightness of a lover's foot as he walks toward his beloved. The foot is so light that it will never wear out, even on the toughest surface, such as flint. The phrase "A lover may bestride the gossamers / That idles in the wanton summer air, / And yet not fall; so light is vanity" talks about how light and unstable love is. Gossamers are delicate spiderwebs that float in the air, and even these can support a lover's weight because love is so light. Vanity, in this case, refers to the fleeting nature of love that can change easily.For more questions on Shakespeare
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what type of organizational pattern descirbes how to resolve an issue
Answer: The type of organizational pattern that describes how to resolve an issue is the problem-cause-solution pattern.
Explanation: The problem-cause-solution pattern is a common way of organizing information in persuasive writing or speaking, where the goal is to convince the audience to support a specific course of action. The problem-cause-solution pattern consists of three main parts:
Problem: This part describes the issue or situation that needs to be addressed, and explains why it is important, relevant, or urgent. The problem should be clearly defined and supported by evidence, such as facts, statistics, examples, or testimonials.Cause: This part identifies the factors or reasons that contribute to or cause the problem. The cause should be logically connected to the problem and supported by evidence, such as causes and effects, comparisons and contrasts, or analysis and evaluation.Solution: This part proposes a plan or recommendation to solve the problem and eliminate or reduce the cause. The solution should be feasible, practical, and desirable, and supported by evidence, such as benefits and advantages, criteria and standards, or authority and credibility.The problem-cause-solution pattern can be used for various types of issues, such as social, environmental, political, economic, or personal problems. The pattern can also be adapted to suit different purposes and audiences, such as informing, motivating, or persuading. The pattern can also be combined with other organizational patterns, such as chronological order, spatial order, topical order, or Monroe’s motivated sequence.
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Read the excerpt from chapter 8 of Pride and Prejudice
by Jane Austen.
"Your picture may be very exact, Louisa," said Bingley;
but this was all lost upon me. I thought Miss Elizabeth
Bennet looked remarkably well when she came into the
room this morning. Her dirty petticoat quite escaped my
notice."
"You observed it, Mr. Darcy, I am sure," said Miss
Bingley; "and I am inclined to think that you would not
wish to see your sister make such an exhibition."
"Certainly not."
To walk three miles, or four miles, or five miles, or
whatever it is, above her ankles in dirt, and alone, quite
alone! What could she mean by it? It seems to me to
show an abominable sort of conceited independence, a
most country-town indifference to decorum."
How does the expected etiquette of the time and society
affect Elizabeth's characterization?
O Elizabeth's dirty attire and means of travel reflect her
lower social ranking.
O Elizabeth's attendance at Bingley's home shows her
comfort in different social settings.
O Elizabeth's social skills make up for her family's lack
of strong connections.
O Elizabeth's independence and confidence reflect her
social rank.
Elizabeth's independence and confidence reflect her social rank is how the expected etiquette of the time and society affect Elizabeth's characterization. The answer is option D.
Etiquette, during the Georgian era, was given much importance. Each social class had its own set of guidelines that they were expected to follow. Following the rules of etiquette and behaving in a specific manner was essential for a person to be considered respectable or noble.
According to the excerpt from chapter 8 of Pride and Prejudice by Jane Austen, Elizabeth Bennet, the protagonist, enters the room wearing dirty clothes, and Mr. Bingley fails to notice it, while Miss Bingley takes offense at it. The conversation that follows portrays Elizabeth as an independent and confident woman, which in turn reflects her social rank in the society of the Georgian era. The expectation of society during the Georgian era was that women should behave modestly and delicately.
They were supposed to dress appropriately and be accompanied by a man when traveling. Elizabeth, on the other hand, is portrayed as a strong-willed woman who is not afraid to be independent and does not worry about her appearance as much as other women might have. This behavior on Elizabeth's part indicates that she is secure in her position in society and does not feel the need to follow the expected conventions. Hence, her independence and confidence reflect her social rank.
Option D is correct answer.
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Read this summary of the poem.
(1) Many years have passed away since Robin
Hood and his companions roamed the forest.
(2) Yet let us remember and honor the merry
men and their generous ways.
Which sentence belongs in the summary
between sentences 1 and 2?
Now the forest rings with the memories of Robin
and Marian.
Now the forest is quiet and changed.
We can become like Robin and Marian.
Many winters have covered the forest in snow and
ice
The answer is option 2,
Many years have passed away since Robin
Hood and his companions roamed the forest.
Now the forest is quiet and changed.
Yet let us remember and honor the merry.
I hope this helps. :)
the following words have different meanings and are of different parts of speech or word categories. the difference is due to morphological structure. I identify the part of speech for 'National'
'National' is an adjective that describes or modifies a noun, typically indicating a connection or affiliation with a nation or country.
1. The word "National" belongs to the category of adjectives.
2. Adjectives are words that modify or describe nouns by providing more information about them.
3. In the case of "National," it is used to describe something related to a nation or a country.
4. It indicates that the noun it modifies is associated with or characteristic of a particular nation or country.
5. For example, in the phrase "National flag," the adjective "National" describes the type of flag, indicating that it belongs to or represents a specific nation.
6. Similarly, in the sentence "He is a National hero," the adjective "National" describes the hero as being connected to or recognized at a national level.
7. Adjectives can also be used to compare nouns, such as in the phrase "The National park is larger than the local park," where "National" is used to compare the sizes of two parks.
8. Overall, the word "National" is an adjective that plays a vital role in providing additional information about nouns related to nations or countries.
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The title of the article is called "The Rush of Immigrants." What reasons do people * have for immigrating to another country? Why might someone want to come to the United States?
1. People have various reasons for immigrating to another country including Economic opportunities, Political stability and security, Education and professional development, and Family reunification.
2. The United States has historically been a popular destination for immigrants due to Economic opportunities, Educational excellence, Political and social stability, Cultural diversity, and social mobility.
1. People have various reasons for immigrating to another country. These motivations can be categorized into several broad factors:
a) Economic opportunities: Many individuals seek better job prospects, higher wages, and improved living conditions. They may hope to escape poverty, unemployment, or limited economic growth in their home countries.
b) Political stability and security: People may immigrate to escape political unrest, persecution, or human rights violations. They seek safety, freedom, and a more stable environment for themselves and their families.
c) Education and professional development: Individuals may choose to migrate to access quality education and enhance their skills or pursue higher academic qualifications. This can lead to better career prospects and personal growth.
d) Family reunification: Some immigrants aim to join their relatives who have already settled in another country. They seek to reunite with loved ones and build a new life together.
2.The United States has historically been a popular destination for immigrants due to several factors:
a) Economic opportunities: The U.S. offers a robust and diverse economy with numerous employment prospects across various industries. It has a reputation for innovation, entrepreneurship, and a high standard of living.
b) Educational excellence: American universities are renowned for their quality education and research opportunities. Many students choose to study in the U.S. to benefit from its academic prestige.
c) Political and social stability: The U.S. has a long-standing democratic tradition, constitutional protections, and a strong rule of law. These factors contribute to a sense of stability and security.
d) Cultural diversity and social mobility: The United States is known as a melting pot of cultures, providing an environment that encourages social integration and diverse experiences. Additionally, the American Dream, the belief in upward social mobility, has historically attracted immigrants in pursuit of a better future.
It is important to note that individual motivations can vary, and immigration decisions are influenced by personal circumstances, aspirations, and the global socio-political landscape.
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Make Zero Conditional sentences, use cues. Jane / eat/too much chocolate / she /get/ sick You / not/ eat / you / die You / heat /ice /it/melts If you If I If you If you It Make 1st Conditional sentences, put the verbs in brackets in corre (not study), you (lend) you my umbrella if you (be late), I (fail) the test. (need) it. Write 2nd Conditional sentences, put the verbs in brackets in corr (leave) your job, you (be) nicer to him, he (be) nice if the rain (travel) are (lend) yc (stop)! Write 3rd Conditional sentences, put the verbs in brackets in corr He crashed his car, because he fell asleep while driving. (fall) asleep while driving, he If he I lost my job because I was late for work. I (loose) my job if I We couldn't go to the concert, because we didn't have enough money. (have)enough money, we If we Put the verb in brackets in correct form. (be) you, I wouldn't risk. (call) you. It I If they had waited another month, they could probably. house. It's quite simple really. When it's cold, water If he decides to accept that job, he If he hadn't been driving so fast, he If he If she goes on passing her exams, If I pay you twice as much, will you If only I'd invested in that company, I. (freeze). (regret) it for the res (hit) the motorcyc (be) more careful, he would have spotted the mist (be) qualified to p (able) to finish (become)a m (be)late TOTAL 21 (g
The Zero, First, Second, and Third Conditionals, as well as the verbs in the correct form, are all demonstrated in the given cues. These four conditionals use hypothetical situations with various degrees of possibility and different tenses depending on the likelihood of an action occurring.
Zero Conditional sentences using cues:
If Jane eats too much chocolate, she gets sick.If you do not eat, you die.If you heat ice, it melts.First Conditional sentences using cues:
If you do not study, you will fail.If you lend me your umbrella, I will need it.If you are late, I will fail the test.Second Conditional sentences using cues:
If you leave your job, you will be nicer to him, he will be nice.If it rains, you are not traveling.If you lend your car, you are crazy!Third Conditional sentences using cues:
If he had not fallen asleep while driving, he would not have crashed his car.If I had not been late for work, I would not have lost my job.If we had had enough money, we could have gone to the concert.Verbs in the correct form:
If it were you, I wouldn't risk calling you.If he decides to accept that job, he will move to another country.If he hadn't been driving so fast, he wouldn't have hit the motorcycle.If she goes on passing her exams, she will graduate with honors.If I pay you twice as much, will you be able to finish it?If only I'd invested in that company, I wouldn't regret it for the rest of my life.If they had waited another month, they could probably have bought that house.It's quite simple really. When it's cold, water freezes.If he is qualified to perform the task, he should be able to finish it.If he is late again, he will become a member of the club.For more such questions on verbs, click on:
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Write a summary of "Just Six Dots." A summary is a concise, complete, and accurate overview of a text.
It should not include a statement of your opinion or an analysis. Refer to the rubric below.
"Just Six Dots" is a book by Jen Bryant that tells the story of Louis Braille, a young boy who becomes blind due to an accident and creates a revolutionary system of reading and writing for the blind. Braille struggles to read books with the large raised letters that are used to teach the blind. He is determined to find a way for the blind to read and write like everyone else. Braille's breakthrough comes when he discovers a system of writing used by the French army that is based on raised dots. He modifies this system and creates his own, which is called Braille. Braille's system is eventually adopted and used around the world, revolutionizing the lives of blind people everywhere. The book is illustrated with black and white drawings by Boris Kulikov.
Read the poem below and answer the question that follows.
“Simile”
by N. Scott Momaday
What did we say to each other
that now we are as the deer
who walk in single file
with heads high
with ears forward
with eyes watchful
with hooves always placed on firm ground
in whose limbs there is latent flight
Source: Momaday, N. Scott. “Simile.” The Language of Literature. New York: McDougal Littell, 2006. 265. Print.
Which of the following techniques does this poem use?
I. simile
II. sensory imagery
III. allusion
I and II
I and III
II and III
I only
The poem "Simile" by N. Scott Momaday primarily uses the techniques of simile and sensory imagery. It compares the speaker to a deer using similes and creates vivid sensory experiences through descriptions of the deer's appearance and behavior.
The poem "Simile" by N. Scott Momaday primarily uses the technique of simile. A simile is a figure of speech that compares two different things using the words "like" or "as."
In this poem, the comparison is made between the speaker and the deer, as indicated by the line "that now we are as the deer." The speaker suggests that they have become like the deer, emphasizing the qualities they share with the animal.
The poem also incorporates sensory imagery, which involves appealing to the reader's senses to create a vivid experience. The lines "with heads high," "with ears forward," "with eyes watchful," and "with hooves always placed on firm ground" paint a sensory picture of the deer's appearance and behavior.
These descriptions enable readers to visualize and imagine the deer's movements and surroundings.
However, the poem does not employ the technique of allusion. Allusion refers to referencing another literary work, historical event, or cultural reference. There are no explicit references or allusions to any specific external elements in this poem.
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Read this excerpt from Act I, Scene iv, in which Romeo is talking about going to the Capulets’ party. Then, choose the best answer for each question.
What is being foreshadowed here?
How does foreshadowing connect to the plot and the central conflict?
Foreshadowing in the excerpt from Act I, Scene iv of Romeo and Juliet suggests the anticipation of a tragic outcome for Romeo. He expresses his fear that some ominous event linked to the stars will initiate a series of events that will lead to his untimely death. This foreshadows the tragic fate that awaits both Romeo and Juliet and sets the stage for the central conflict of the play.
The foreshadowing connects to the plot by hinting at the dire consequences that Romeo's actions will have. By attending the Capulets' party, Romeo unknowingly sets in motion a chain of events that will ultimately lead to the tragic end of the young lovers. The foreshadowing serves as a warning to the audience that their love is destined for a sorrowful conclusion.
Furthermore, the foreshadowing connects to the central conflict of the play, which revolves around the feud between the Capulets and Montagues. Romeo's presence at the party, where he falls in love with Juliet, adds fuel to the existing conflict and complicates the already tense situation between the two families. The foreshadowing emphasizes the inevitability of the tragic outcome and heightens the dramatic tension surrounding the central conflict.
In summary, the foreshadowing in Romeo's lines foretells the tragic fate that awaits him and Juliet. It connects to the plot by hinting at the consequences of their actions, and it ties into the central conflict by escalating the tensions between the feuding families.
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The probable question may be:
Romeo: I fear too early; for my mind misgives
Some consequence yet hanging in the stars
Shall bitterly begin his fearful date
With this night's revels, and expire the term
Of a despised life clos'd in my breast
By some vile forfeit of untimely death.
–Romeo and Juliet,
William Shakespeare
Read this excerpt from Act I, Scene iv, in which Romeo is talking about going to the Capulets’ party. Then, choose the best answer for each question.
What is being foreshadowed here?
How does foreshadowing connect to the plot and the central conflict?
Choose the sentence that uses the semicolon correctly. 1 She only needed two things for her plan to succeed; money and time. 2 it was noon according to the clock in the hallway; but trusting it would make a mistake. 3 in the city, the night was cloaked in fog; subsequently, the stillness on the streets was nearly unbearable. 4. Even if they had been caught , the consequences would have been limited, however; they were glad to have gotten away
Answer:
teha snwer of this is we can use the semicolon to referr us to a sentence
Why might an author choose to use a third-person narrator?
OA. To show the thoughts and feelings of one character
OB. To make the readers feel that they are a part of the story
O C. To give the audience a more personal experience
D. To create a story with more than one main character
Answer: (D) To create a story with more than one main character.
Explanation: A third-person narrator is a type of narrator who tells the story from outside the perspective of any of the characters. A third-person narrator can be omniscient, meaning that they know everything about the characters and the events, or limited, meaning that they only know what one or a few characters know. A third-person narrator can also be objective, meaning that they only report what happens without any commentary or interpretation, or subjective, meaning that they express their own opinions or judgments about the story.
One of the reasons why an author might choose to use a third-person narrator is to create a story with more than one main character. A third-person narrator can switch between different characters’ points of view and show their thoughts, feelings, actions, and interactions. This way, the author can develop multiple characters and plotlines, explore different themes and perspectives, and create a more complex and realistic story. For example, in George R.R. Martin’s A Song of Ice and Fire series, each chapter is told from the point of view of a different character, allowing the author to create a vast and intricate world with many characters and conflicts.
However, using a third-person narrator also has some drawbacks. For instance, a third-person narrator may create more distance between the readers and the characters, making it harder for the readers to empathize or identify with them. A third-person narrator may also confuse or overwhelm the readers if there are too many characters or shifts in perspective. A third-person narrator may also lose some of the intimacy and immediacy that a first-person or second-person narrator can provide. Therefore, an author needs to consider the purpose and effect of using a third-person narrator before choosing this type of narration.
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An author might choose to use a third-person narrator for several reasons:
1. To show the thoughts and feelings of multiple characters: By using a third-person narrator, the author can provide insights into the thoughts and emotions of different characters. This allows the reader to gain a deeper understanding of various perspectives within the story.
2. To maintain an objective point of view: Third-person narration provides a more objective viewpoint compared to first-person narration. It allows the author to present events and characters in a balanced manner, without bias or limited knowledge.
3. To create a sense of detachment or distance: Third-person narration can create a sense of distance between the reader and the characters. This can be effective when the author wants to explore themes or ideas from a more detached perspective.
4. To provide a broader scope: Using a third-person narrator allows the author to depict a wider range of events, locations, and characters. This can result in a more comprehensive and expansive story, as the reader is exposed to different perspectives and storylines.
Explanation:
It's important to note that while these are common reasons why an author might choose a third-person narrator, there can be other creative and unique motivations behind this choice. Ultimately, the author's decision depends on the specific goals and intentions they have for their story.
A poem about why physically challenged people need to fight and stand for equality
Physically challenged people need to fight for equality to break down barriers and stereotypes, embracing their uniqueness and inspiring others with their strength and resilience.
Physically challenged individuals have the right to equality, just like anyone else. By fighting for equal rights, they can challenge societal barriers and break down stereotypes that often limit their opportunities. This fight for equality is crucial because it empowers them to embrace their uniqueness and individuality, rather than being defined solely by their physical limitations.
When physically challenged individuals advocate for equality, they create awareness and educate others about the challenges they face. This education helps dispel misconceptions and encourages society to be more inclusive and accommodating. By standing up for their rights, physically challenged people inspire others with their strength, resilience, and determination to overcome obstacles.
Fighting for equality also opens doors to better accessibility and accommodations, ensuring that physically challenged individuals can fully participate in all aspects of life. It promotes equal opportunities for education, employment, and social engagement, enabling them to contribute their talents and skills to society.
In conclusion, physically challenged individuals must fight for equality to shatter stereotypes, raise awareness, inspire others, and create a more inclusive world that recognizes and appreciates their unique contributions.
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