Which inference can a reader make based on the information in the passage?

The  inference that a reader can make is that the message Zimmermann wanted to send to von Bernstorff was very important.

An Inference is known to be the use of observation and background to be able to arrive at a logical ending.

Note that based on the passage,The  inference that a reader can make is that the message Zimmermann wanted to send to von Bernstorff was very important.

See passage below

On January, 1917, Zimmermann sent an encripted telegram to the German ambassador in Washington, Johann Von Bernstorff, so that, in turn, this will send to the German ambassador in Mexico, Heinrich von Eckardt. In this telegram Germany offers to the Mexican president Venustiano Carranza a military alliance, in order to Germany would provide to Mexico all the supplies for a war with the US, to recover the territories that this county took from Mexico through 1848 Guadalupe-Hidalgo, that puts end to the war in both countries.

Which inference can a reader make based on the information in the passage? The message Zimmermann wanted to send to von Bernstorff was very important. Count von Bernstorff was expecting the message. U-boats were designed to transport messages securely. Zimmermann wanted to reach out to the Mexican government for support.

Learn more about Zimmermann from

https://brainly.com/question/11859521

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Read the passage from Sugar Changed the World.

In the sugar colonies, the wounds of slavery were never far beneath the surface. The Africans who had worked in sugar quickly left the plantations and tried to farm or moved to nearby towns. As one planter said, it made no sense to believe that "the Negro would become a grateful and cheerful free laborer on the soil which had been watered by his tears in slavery.” But what could the former slaves do? Every Indian who accepted the paltry wages specified in the indenture contract lowered the price an African could charge for his labor.

Which question does this passage answer most effectively?

Why did Indians come to work on the plantations?
Why did Africans leave the plantations to farm elsewhere?
Why did the Indians accept low wages for work on plantations?
Why did indenture contracts include low wages for Africans?

I enjoyed the play on the account of it was realistic is this a true English statement
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Read the excerpt from Up from Slavery by Booker T. Washington.

There is no defence or security for any of us except in the highest intelligence and development of all. If anywhere there are efforts tending to curtail the fullest growth of the Negro, let these efforts be turned into stimulating, encouraging, and making him the most useful and intelligent citizen. Effort or means so invested will pay a thousand per cent interest. These efforts will be twice blessed—"blessing him that gives and him that takes."

Read the excerpt from The Souls of Black Folk by W. E. B. Du Bois.

The question then comes: Is it possible, and probable, that nine millions of men can make effective progress in economic lines if they are deprived of political rights, made a servile caste, and allowed only the most meagre chance for developing their exceptional men? If history and reason give any distinct answer to these questions, it is an emphatic No.

Which statement best compares the main claims of the arguments?

A. Washington is proud of the endeavors of Black citizens, while Du Bois is critical of them.

B. Washington emphasizes the efforts of all Black citizens, while Du Bois focuses on Black men.

C. Washington argues for Black citizens to work to benefit everyone, while Du Bois focuses on working to benefit the Black population.

D. Washington proposes that working hard to overcome repression will reap greater benefits, while Du Bois argues that deprivation results in continued poverty.

1. active listening
a strategy for showing other people you are interested in what they are saying and that you understand what they are saying and how they feel about it
2. barrier
a strategy for giving feedback when you give constructive feedback by placing a suggestion for improvement with positive feedback before and after the suggestion for improvement
3. body paragraphs
to state only the main points of something that that has been said or written
4. communication
a personal belief that one should work hard and do a good job
5. conclusion
anything that interferes with a message being sent or received
6. constructive feedback
the person who receives a message
7. introduction
a summarization of a piece of writing's main points
8. netiquette
the person who creates or composes a message and delivers it either orally or in writing
9. paraphrase
detailed information about a performance, including specific information about what was done well and how the performance could be improved
10. receiver
an interesting and compelling paragraph that gets a reader interested in what they will be reading
11. sandwich technique
an exchange of information
12. sender
words or phrases that help a reader move through and make sense of the sequence of information
13. summarize
paragraphs that present details to support the main idea of a piece of writing
14. transitions
guidelines for courteous electronic communication
15. work ethic
to restate information using other words

1. (a) Cite strong and thorough textual evidence to support analysis of what the text says
from Life on the Mississippi
After Reading
Reread paragraph 3 of this selection from Mark Twain's Life on the Mississippi. Based on this
arrives, emphasizing the differences. Cite details from the text to support your response.
paragraph, describe the atmosphere in Twain's hometown before and after the steamboat

Which part of the excerpt best demonstrates that the author’s purpose is to entertain children with a humorous story?

help


Read the following sentences and write the verbs in brackets in the appropriate tense:

1. When the phone.........(ring), she........(write) a letter.

2. I ..(not see) a play yesterday.

3. You....(grow) since the last time saw you.

4. I.....(send) you the information when I get it.

5.
....... he........... (play) tennis at the weekend?

6. They...(talk) for the last hour.

7. Some expensive sports equipment.......(steal) from our club last year. The thieves......................(not catch) yet.

8. It's getting cloudy. Do you think it.......(start) raining soon?

9. My parents ....(still/talk) about if I should go on holidays with my friends.

10. If she....... (not/be) always so late, she ........(be) promoted.

11. Your parents...(not use to) have a television when they were young.

12. It's nearly midnight. ..... (you/have)dinner yet?

13. Newspapers....(sell) also in supermarkets.

14. She.....(listen) music when my dad.....(arrive) last night.

15. They..,...(already/buy) their first flat. It...............(be) great.

16. A: Hello Billy! I .................(not/see) you for a long time.

B: Yes, I ........(be) very busy since I started working for a multinational company.

17. A: I need a hot drink.

B: Don't worry, I.......(make) you some tea.

18. Charlie Foster.....(work) at a bakery and he.........(never/get up) late.

19. Steve ....... (have) an accident yesterday. He .......(drive) his car when a bird....... (fly) into windscreen.

20. Mary.......(know) Steve for six years. They.......(meet) When they were at university.

21. A: Please, come and see us.

B: We........................ (visit) you soon. That's a promise.

22. Lesley ........(spend) his holidays in France last year.

23. Susan's mother......(not/let her /go) to discos because she....... (be) too young to do it.

24. Tony and Sarah.......(just/move) to London.

25. Every year his family.....(go)to Europe for two weeks.

26. Howmany times a day............You ...............(take)your dogs for a walk?

27. What ....... Arnie ....... over there? (do)

28. I......... agreat book last week. (read)

29. Why.............. You .........for me at the bar yesterday evening? (not wait)

30. Tina and Jelly.......to the hotel when it............................. To rain. (walk/start)

31. Sam ........The documents over to you tomorrow. (bring)
32. .......You........ attention when the teacher. .............your name? (pay/call)

33. Tammy and Jenn...,......A Pilates class on Wednesday mornings. (take)

34. The computers......finally........Like they're supposed to. (work)

35. I........................... (make) a cake for my mum yesterday.

36. This term, we.........(learn) about 18th century Europe in History.

37. My cousin........(take) to hospital by an ambulance yesterday.

38.
......................(he/usually/have) lunch at half past twelve?

39. I........(not/watch) the match on TV last night.

40....................(you/ever/drive) a train?​

What is the purpose of the conclusion in a rhetorical analysis essay?

to wrap up the writer’s argument
to connect evidence to the claim
to explain the rhetorical situation of a text
to state the main, overarching claim

Read the excerpt from William Shakespeare’s Hamlet.

To be, or not to be, that is the question:
Whether ’tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ’tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there's the respect
That makes calamity of so long life;

This excerpt is an example of

blank verse.
free verse.
heroic couplet.
common meter.

a metaphor compares two things directly. A simile compares two things using either like or as

Any incident needs to be looked at rationally, analysed seriously and rectified seriously. And not reckless attacks, deny everything can be solved. The fact that it is a voice to defend rights and interests, but in reality it is an insinuation, using hot events to vent their own grievances, is undoubtedly eating the victims' "human blood buns", when will this selfish behavior stop?

All of the following are dreams for the characters except:
Select one:
a. Travis: go to college.
b. Walter: own a liquor store.
c. Mama: own a home.
d. Beneatha: become a doctor.
e. Ruth: keep the family together.

But nothing lasts long in this world. Even joy grows less
lively the next moment. And a moment later, again, it
weakens further. And at last it reemerges insensibly with
the normal mood, even as the ripple from a pebble's
impact becomes reemerged with the smooth surface of
the water at large.
Which theme is best supported by this passage?
OA. People are generally satisfied with their lives.
OB. People do not remain satisfied with what they have.
C. People can spread joy to others like ripples across a pond.
D. People become weakened when they lose their joy.

is it better to be prepossessing or be beautiful?

You or you’re dum b if you think I’m dum b. Which one is correct?

Correct the sentence below by turning it into a compound sentence. Your options can be to use a semicolon or
coordinating conjunctions (FANBOYS).
Text messages are popular social networking sites are another common way of communicating.

another name for directors​

Are Enn and Vic static or dynamic characters? How have they changed by the story’s end?

My father,who used to work for the post office,has been retired for several years now

fill in the blanks with the correct form of the verb to have and the palt of the body that is numhered. (2 pls.each)​

My co-workers are constantly discussing their sex lives at work and it is making it hard for me to work. Is this:
Quid pro quo harassment?
A hostile work environment?

Which sentence below is a good example of "Expository Writing"?

PUT THE FOLLOWING
SCRAMBLED SENTENCES IN THE RIGHT
ORDER

1. IT / YOU / TO / ME / YOU / ME / IF / SHOULD /
AT / HELP / WANT / YOU / LET / LOOK

1.patricia is wearing an......dress
2.the cat prefers to keep
itself....... always
3.the movie was real........
4.Mrs Smith's granddaughter is
very.........
5.A neat garden looks........

cellus
How does Shakespeare build
suspense in Act II Scene 3
(highlighted) of Julius Caesar
A. Shakespeare has the character
Artemidorus ready to expose the
conspirators' plot to kill Caesar.
B. Shakespeare reveals the character
Artemidorus as a friend of Caesar's.
C. Shakespeare has the character
Artemidorus standing along the way to
honor Caesar.
D. Shakespeare has the character
Artemidorus standing along the way to
defame Caesar.
Help Resources

What kind of relationship is this?

difference:opposite

synonyms
classification and type
material used and end product
antonyms
degree of intensity

where did the name kibworth come from

How does the author develop the idea that pleasant weather may be greatly for our mood, but it is not always best for our analytical thinking and productivity

Read the passage from a debate speech.

The current trade situation in this nation is unacceptable. We continue to lose money to other nations, while those nations prosper. I have a detailed plan to get our country—and its people—back on the right track. My opponent, who uses her time to spread lies and rumors while eating nice dinners bought by you taxpayers, does not even have a plan. I question her priorities.

Which statement best explains why the evidence provided in the text is a fallacy?

The speaker uses anecdotal evidence with phrases like “back on the right track.”
The speaker uses a bandwagon statement by complaining that other nations prosper.
The speaker uses an ad hominem argument by attacking an opponent’s honesty.
The speaker uses a false dilemma by claiming to have the ideal plan.

QUESTION 10 Click here to read the passage before answering the question. Read this sentence from paragraph 5. You also have to be willing to prioritize activities by assigning them varying degrees of importance. Use this dictionary entry to answer the question. -ize (suffix): to cause; to become [Middle English] What is the meaning of the word prioritize as it is used in this sentence? a. act on the priority b. add to a priority c. make a priority d. remember the priority
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