Wes (author) was motivated to lie to his friends about school to fit in and avoid being seen as different.
He grew up in a low-income community where academic success was not highly valued, and he felt pressure to conform to the attitudes and behaviors of his peers. On the other hand, the other Wes was motivated to start selling drugs as a means of survival and to provide for himself and his family.
He grew up in a neighborhood where drug dealing was common and seen as a viable way to make money, and he lacked other opportunities for financial stability. Both Wesses were driven by their circumstances and the environments in which they grew up, highlighting the impact of systemic issues on individual choices and behaviors.
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The impression Gatsby is trying to make on others?
When Nick first sees Gatsby, he describes him as "standing with his hands in his
pockets. "
Why does Fitzgerald include the scene with the car accident at the end Gatsby's party?
SEL
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hoonlouho attended this parts
Fitzgerald includes the scene with the car accident at the end of Gatsby's party to show the consequences of the reckless and careless lifestyles of the wealthy.
The car accident is a symbol of destruction and chaos, a stark contrast to the glitter and glamour of the party. It serves as a warning to the wealthy and their guests that their careless indulgence in money and materialism can have dire consequences. It also serves to show that Gatsby's dream of achieving the American Dream has been destroyed.
Even though Gatsby may have achieved wealth and status, his dream is ultimately doomed to be destroyed by his own party guests. The car accident serves as a reminder of how fragile Gatsby's dream really is.
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PLEASEEEEE HELP MEEEEEE WORTH 30 POINTS!!!!
Now, write a two-paragraph analytical essay about how the author’s use of dramatic irony shapes and refines a theme related to love and conflict. Use the notes and analyses in your Dramatic Irony Analysis Graphic Organizer to plan and draft your response. Structure your paragraphs with a claim, textual evidence, commentary, and a concluding statement. In your first paragraph, include a claim about how dramatic irony shapes and refines a theme. textual evidence that illustrates the dramatic irony and commentary that explains how this is impactful in the play. In your second paragraph, include textual evidence that supports the claim that dramatic irony shapes and refines a theme and commentary that explains how this evidence shapes and purifies a theme. a concluding statement follows from the claim, evidence, and commentary analysis. Review the rubric to make sure your response meets the expectations.
Shakespeare excels at using dramatic irony. In the play Macbeth, Macbeth pretends to be Duncan's ally while preparing to kill him. In addition, while Iago is clearly manipulating Othello .
How may dramatic irony be used in writing?a. When to Use Dramatic Irony in Your Writing
b. Choose the knowledge you want your audience to possess.
c. Show, don't tell when it comes to insider information.
d. Provide some conversation that demonstrates the characters' lack of understanding of the situation.
What in Shakespeare's plays is dramatic irony?Dramatic irony, which occurs when the audience is aware of something that the characters are not, is employed to heighten tension in Othello. When Othello kills Desdemona, it is relevant.
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Answer:
the dramatic irony in Romeo and Juliet: Act 5, Scene 3 shapes and refines the theme that people can act irrationally when they don’t have all the information. All the characters in the play, except Friar Laurence, believe Juliet is dead, including Paris and Romeo. Paris also believes Juliet was intending to marry him, as we see when he says to her still body, "Sweet flower, with flowers thy bridal bed I strew."He doesnt know that Romeo and Juliet have fallen in love , or that Juliet is already married to Romeo and has faked her death to avoid marrying Paris. These examples of dramatic irony are, by definition, situations in which characters do not have all the information they need. dramatic irony also shapes and refines the theme. When Paris first sees Romeo, he does not know that Romeo loves Juliet. He believes Romeo is there to vandalize the Capulets’ tomb: “And here is come to do some villanous shame.” In this scene, three needless deaths could have been prevented if the characters had possessed the information they needed to keep from acting irrationally.
Explanation: playdough
What does prince escalus say to the families about the fighting.
Prince Escalus is a character in William Shakespeare's play "Romeo and Juliet." In Act 1, Scene 1, he speaks to the two feuding families, the Capulets and the Montagues, after a street brawl breaks out in Verona.
Prince Escalus is furious about the constant fighting between the families and warns them that if they engage in another brawl, they will face severe punishment.
He tells them that he has had enough of their senseless violence and that they are disturbing the peace in the city. He states, "If ever you disturb our streets again, your lives shall pay the forfeit of the peace."
In essence, Prince Escalus is making it clear that he will not tolerate any further violence and will take swift action to maintain peace in Verona.
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Write a narrative about how you overcame a real or imagined conflict with a sibling or friend.
Hint:
- Focus on the steps you took to resolve this conflict.
- You can use cause-and-effect as a tool to create a logical sequence of events.
- Give descriptive, concrete details.
Remember:
causes and effects often include the following words:
-Causes: as, because/because of, due to, for, for the reason that, since, bring about, another/one/a second/final cause, for this reason.
-Effects: accordingly, finally, consequently, hence, so, therefore, thus, as a consequence, as a result, resulting.
WRITE AT LEAST 200 WORDS.
Answer:
When I was younger, I had a conflict with my best friend over a toy. We both wanted to play with the same toy, and neither of us wanted to give it up. This led to an argument and hurt feelings. I realized that I didn't want to lose my friend over a toy, so I decided to take action to resolve the conflict. First, I apologized for getting upset and explained how much our friendship meant to me. Then, I suggested that we take turns playing with the toy, so that we could both enjoy it. My friend agreed, and we were able to play together without any further issues. This experience taught me the importance of communication and compromise in resolving conflicts. It also strengthened my friendship with my best friend, as we were able to work through our differences and come to a mutually beneficial solution. Looking back, I am grateful for this experience, as it helped me develop important social skills that have served me well in my relationships with others
Explanation:
I overcame a conflict with my friend by approaching her with empathy and understanding, listening to her side of the story, and finding a resolution through open communication.
Explanation:When I was in high school, I had a conflict with my best friend over a misunderstanding. One day, she accidentally skipped my birthday party, and I felt hurt and angry. Instead of confronting her immediately, I took some time to reflect on our friendship and the reasons behind her absence.
I realized that she had been going through a difficult time with her family and had a lot on her plate. Instead of harboring resentment, I decided to approach her with empathy and understanding. I invited her to meet up and calmly expressed my feelings, explaining how her absence had made me feel. I gave her the benefit of the doubt and listened to her side of the story, which revealed her family situation and the stress she was under.
By understanding the causes of her absence, we were able to have an open and honest conversation and find a resolution. We both apologized for any misunderstandings and promised to communicate better in the future. From that point on, our friendship grew stronger because we had learned to be more considerate and understanding of each other's circumstances.
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Who is referred to as the grey in the passage of the wealth mare
The Grey in the passage of the Wealth Mare is a metaphor for poverty. It is used to illustrate the hardship of struggling to make ends meet.
The Grey is a metaphor for an individual or family that is struggling to make ends meet and is unable to enjoy the luxuries of life, as if they are living in the shadows of the wealth mare. It is a reminder of the stark contrast between the haves and the have-nots.
It is a reminder that there is a great divide between those who are privileged enough to experience the comforts of life and those who are not. It is a reminder that there are individuals and families who are struggling to make ends meet, often with little to no support or resources.
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lease help!!! I need this urgently. I will mark you brainliest.
Write a speech of 3 minutes on the topic : is climate change really an issue.
In you speech you should identify you sources, be able to discuss the general thread and bias of the article /research, and quote from the article /research
Answer:
Climate change is a topic that has been widely debated in recent years. While some argue that it is not a significant issue, there is overwhelming evidence to suggest otherwise. According to a report by NASA, the Earth's temperature has risen by 1.8 degrees Fahrenheit since the late 19th century, and the majority of this warming has occurred in the past few decades. This increase in temperature is largely due to human activities, such as the burning of fossil fuels and deforestation. The effects of climate change are already being felt around the world, with rising sea levels, more frequent and severe weather events, and the loss of biodiversity. In addition to the scientific evidence, there are also numerous reports from communities and individuals who have been directly impacted by climate change. For example, a report by the United Nations found that climate change is exacerbating poverty and inequality, particularly in developing countries. As such, it is clear that climate change is a real and pressing issue that requires urgent action. We must work together to reduce our carbon footprint, protect our natural resources, and create a more sustainable future for ourselves and future generations.
Explanation:
Mother to son
THEME ANALYSIS
The theme of this poem is
SUPPORT 1
SUPPORT 2
SUPPORT 3
Answer:
"Mother to Son" is a poem by Langston Hughes that conveys an important theme of perseverance and resilience despite adversity. The poem presents a mother giving advice to her son, using the metaphor of a staircase as a symbol of life's challenges. Here are some possible supports for this theme:
SUPPORT 1: The metaphor of the staircase serves to illustrate the theme of perseverance. The mother tells her son that life has not been a "crystal stair," but rather a staircase with "tacks" and "splinters" that represent the difficulties and obstacles one may encounter in life. Despite this, the mother urges her son to keep climbing the stairs, to not turn back or sit down, but to keep going and reach the top.
SUPPORT 2: The mother's words of encouragement and advice are another way in which the theme of resilience is conveyed in the poem. She tells her son to keep moving forward, despite the hardships he may face, and to not let them discourage him. She also reminds him that he is not alone, that others have climbed the stairs before him and will do so after him.
SUPPORT 3: The poem's structure, with its irregular and fragmented lines, also conveys the theme of perseverance. The language and rhythm of the poem are not smooth or easy, but rather choppy and rough, reflecting the difficulties and challenges of life that the mother is describing. The fact that the poem is addressed from mother to son also reinforces the idea that we must pass on our strength and resilience to future generations.
Overall, "Mother to Son" is a poem that encourages its readers to persevere in the face of adversity and to keep climbing the staircase of life, one step at a time.
What is the preposition for "ivan borrowed the books from me"
Answer:
'the' is the preposition. Don't ask me why. English has it's own rules.
The preposition in the sentence "Ivan borrowed the books from me" is "from".
Explanation:
In the sentence "Ivan borrowed the books from me," the preposition "from" shows the relationship between the subject "Ivan" and the object "me," indicating the direction of the action. The preposition "from" indicates that the books were taken by Ivan, and the source of the books was "me."
Prepositions are used to connect nouns or pronouns with other words in a sentence, showing the relationship between them. In this case, the preposition "from" establishes a relationship between the person who lent the books (me) and the person who borrowed them (Ivan).
With any type of new learning, students need practice and application of newly acquired skills to ensure mastery of content concepts. Describe a hands-on activity and identify materials, including manipulatives that would enable students to forge connections between abstract concepts and concrete concepts in a less language-dependent way
Answer:
Acrivity: Creating a model of the solar system.
This activity would reinforce understanding of the relative size, order, and distance of the planets in our solar system.
Materials needed for this activity include:
Styrofoam balls of various sizes to represent the planetsPaint or markers to color and label the planetsWooden dowels or sticks to represent the orbits of the planetsA large sheet of cardboard or poster board to serve as the backgroundGlue or tape to attach the planets to the cardboardStudents can first research and gather information about the planets in our solar system, including their size, order, and distance from the sun. They can then use the styrofoam balls to create models of the planets, coloring and labeling each one appropriately. The wooden dowels or sticks could represent the orbits of the planets, with each planet placed at the appropriate distance from the sun. Once the model is complete, students can use it to reinforce their understanding of the relative size. They could order the planets in our solar system and to visualize the concept of planetary orbits.
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This hands-on activity creates a concrete, visual representation of the planetary size and distance. It can help students understand complex scientific concepts in a less language-dependent way. Manipulatives, such as the styrofoam balls and wooden dowels, provide a tangible way for students to interact with these concepts.
Explanation:
In paragraph 4, Douglass uses figurative language when refers to "bread of knowledge" In what way is knowledge "bread"
Answer:
This was used to describe the education he received from Sophia Auld.
Explanation: In paragraph 4 of his narrative, Frederick Douglass uses the metaphor of "bread of knowledge" to describe the education he received from Sophia Auld, the wife of his slave owner. The metaphor compares knowledge to bread, a basic necessity of life, which sustains and nourishes us.
Douglass was denied education as a slave, so the knowledge he gained from Sophia was invaluable to him. By using the metaphor of "bread of knowledge," he emphasizes the importance of education in empowering and liberating individuals from oppression. Just as bread is essential to sustain the body, knowledge is essential to sustain the mind and soul. Douglass also implies that knowledge is something that can be shared and passed on, like bread that can be broken and shared with others.
Writing workshop: research proposal: final draft
I’m super behind and I need something to turn in please
My house was at the very tip of the egg, only fifty yards from the Sound, and squeezed between two huge places that rented for twelve or fifteen thousand a season. The one on my right was a colossal affair by any standard—it was a factual imitation of some Hotel de Ville in Normandy, with a tower on one side, spanking new under a thin beard of raw ivy, and a marble swimming pool, and more than forty acres of lawn and garden. It was Gatsby’s mansion.
How does Fitzgerald use setting in the exposition of this passage?
He underscores the cultural differences between West Egg and East Egg.
He introduces the reader to the themes of jealousy and undying love.
He suggests that Gatsby is sophisticated and very wealthy.
He creates atmosphere and establishes geographic context.
In the given passage, Fitzgerald uses setting to create atmosphere and establish geographic context in the exposition.
Describe Fitzgerald use setting in the exposition in detail?
The detailed description of the narrator's house being "at the very tip of the egg," with a view of the Sound and being sandwiched between two huge, luxurious mansions that rented for high prices, sets the stage for the story's setting in the affluent and exclusive area of Long Island.
Furthermore, the detailed description of Gatsby's mansion with its "colossal affair" and its imitative design of a Hotel de Ville in Normandy, along with its marble swimming pool, creates an atmosphere of opulence and sophistication, which is a significant theme in the novel.
Therefore, the use of setting in this passage helps establish the story's geographic context and creates an atmosphere of luxury, which is significant to the novel's themes.
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How do these excerpts work together to develop a
central idea?
read the excerpt from "remembering to never forget:
dominican republic's 'parsley massacre" by mark
memmott.
passage a:
this week, people from around the world are expected to
gather in the dominican republic for a "border of lights"
commemoration that aims to "honor a tragedy long
forgotten, and unknown to many people. "
passage b:
trujillo, as the border of lights website explains, fed and
nurtured anti-haitian sentiment and created an
atmosphere that still excludes ethnic haitians from
becoming part of "the dominican melting pot. "
the method his soldiers used in 1937 to try to identify
those who would be killed was cruelly unique. when
confronting someone in the lands along the border with
o memmott uses a specific example to describe
trujillo's cruelty.
memmott argues that all memories should be
commemorated.
o memmott explains that the border of lights
commemoration is an adequate way of honoring
victims.
o memmott explains that the tragedy is not well known
today and then shows why it is worth remembering.
The two excerpts work together to develop the central idea that the Parsley Massacre is a tragedy that should never be forgotten.
Passage A introduces the commemoration and explains that it is intended to honor a tragedy that is "long forgotten, and unknown to many people." This passage helps to establish the importance of remembering the massacre and raises awareness of this dark chapter in Dominican history.
Passage B provides more details about the massacre, including the method used by Trujillo's soldiers to identify the victims. This passage also highlights the lasting impact of the massacre, which continues to exclude ethnic Haitians from Dominican society.
Together, the two passages create a powerful argument for remembering the Parsley Massacre. They show that this tragedy was not only a horrific event, but also one that has had a profound impact on the Dominican Republic. The commemoration is an important way to honor the victims and to ensure that this tragedy is never forgotten.
Here are some specific ways that the excerpts work together to develop the central idea:
Passage A introduces the commemoration and explains its purpose, which is to honor a tragedy that is "long forgotten, and unknown to many people." This passage helps to establish the importance of remembering the massacre and raises awareness of this dark chapter in Dominican history.
Passage B provides more details about the massacre, including the method used by Trujillo's soldiers to identify the victims. This passage also highlights the lasting impact of the massacre, which continues to exclude ethnic Haitians from Dominican society.
The two passages are connected by the theme of remembrance. Passage A introduces the commemoration, and Passage B provides more details about the massacre that the commemoration is intended to honor.
The two passages use different rhetorical strategies to develop the central idea. Passage A uses a more emotional appeal, while Passage B uses a more logical appeal.
Overall, the two excerpts work together to create a well-rounded and persuasive argument for remembering the Parsley Massacre.
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Plsss help me i need to write an summary about "Listen and Learn" by Emily Sohn. (4-6 sentences)
You have to organize it like
T-Text type
A-Author
A-Action
M-Main idea
I-Important or Key details
O-Organization
If you can, write it in 8th graders words.
T- Text type: Non-fiction article
A- Author: Emily Sohn
A- Action: Provides information and insights on the importance of active listening
M- Main idea: "Listen and Learn" is an article that talks about how active listening is really important for communication and learning.
I- Important or Key details:
The article says that active listening means you really focus on the speaker, don't get distracted, and be present in the moment.
It also says that active listening helps you understand what the speaker is saying and also builds trust, empathy, and connections with others.
The article mentions that active listening is especially important in school because it helps students engage, understand, and think critically.
It gives some tips on how to be a good listener, like maintaining eye contact, asking questions, and not interrupting.
O- Organization: The article starts by explaining what active listening is and why it's important. Then it talks about the benefits of active listening and gives some examples of how it can be useful in school. It ends with some tips on how to be a good listener. The article is easy to understand and has a clear beginning, middle, and end. It's all about why listening is important and how to do it well. 6 sentences. 174 words. Overall, "Listen and Learn" by Emily Sohn is an article that explains why active listening is important
paraphrase this as you may
Please help!
Fix the two words that are used incorrectly.
1. Beside the last paragraph which needs to be reworked you're essay looks great
Bobby used a whole bag to make a desert for the party
Answer:
"you're" & "dessert"
Explanation:
1. Beside the last paragraph that needs to be reworked, your essay looks great.
2. Bobby used a whole bag to make a dessert for the party.
In "How Archaeologists Found the Lost City of Troy," what is the author's purpose in mentioning locations, such as Ethiopia and the Nile River?
The author's purpose in mentioning locations, such as Ethiopia and the Nile River, is to provide context and help illustrate the journey of the archaeologists who discovered the lost city of Troy.
These locations provide evidence of the type of research and exploration the archaeologists had to undertake to find the lost city. For example, Ethiopia is mentioned because it was the home of renowned archaeologist, Dr. Schliemann, who is credited with discovering the ruins of Troy.
Additionally, the Nile River is mentioned because it represents the vastness and complexity of the archaeological search for Troy. By referring to these locations, the author provides readers with a better understanding of the journey and research that went into finding the lost city of Troy, which helps to emphasize the importance of the discovery.
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According to blind yet seeing what kind of person is least likely to believe in blindsight
The kind of person who is least likely to believe in blindsight is someone who has a strong belief in the traditional model of consciousness, where perception and cognition are considered to be unified and depend entirely on sensory input.
This person may also have a limited understanding of the brain's complex functions and may be resistant to the idea that the brain can operate in ways that are not fully understood or experienced by the conscious mind.
In contrast, those who are open to the possibility of alternative forms of consciousness, such as blindsight, may be more willing to explore and understand the complex and fascinating workings of the brain.
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What is academic writing in English (Gr. 7, 4th Quarter)
Nonsense= REPORT
Academic writing in English refers to the type of writing that is used in an academic setting, such as in schools, universities, or research institutions. It is a formal style of writing that is used to present research or ideas in a clear and concise manner.
Academic writing is typically characterized by the use of specialized vocabulary, complex sentence structures, and an objective tone. It is also expected to adhere to certain formatting and citation guidelines, such as MLA or APA style.
In grade 7, students will typically be introduced to academic writing by learning how to write research papers or essays. This involves conducting research, analyzing sources, and presenting arguments in a logical and well-supported manner.
The goal of academic writing is not only to communicate information, but also to demonstrate critical thinking and analytical skills. By mastering academic writing, students will be better prepared for higher education and future careers that require strong communication skills.
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in which sentence does the underlined objective complement function as an adjective? while gardeners love rain, picnickers consider it a nuisance. the hurricane forecasters named the next storm bob. skiers called the record snowfall incredible!
Sentence "Skiers called the record snowfall incredible!" objective complement function as an adjective. So the option C is correct.
An objective complement is a word, phrase, or clause that follows a direct object and modifies or describes it. It usually follows a linking verb such as be, become, seem, look, feel, or appear. As an adjective, an objective complement adds detail to the direct object and provides additional information about it.
In the sentence "Skiers called the record snowfall incredible!", the word "incredible" is the objective complement and functions as an adjective. It describes the record snowfall and adds detail to the sentence by conveying the skiers' amazement. So the option C is correct.
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PLS HELP ITS EASY (40) POINTS
Please put the following in order for an essay: > Introduction
Body
Conclusion
Answer:
introduction and citations
Explanation:
Answer: Introduction, Body, Conclusion
Question 3's answer is Citations
Explanation:
When Huck is telling Mary Jane about his plan to unmask the phony "uncles," why can't he tell her where he has put her
stolen money?
The king has stolen it back again.
He is afraid she will not share it with her sisters.
The "uncles" have already spent most of it.
O He had to stash it in her father's coffin.
Huck is unable to tell Mary Jane where he has put her stolen money because he is afraid she will not share it with her sisters.
Here, correct option is B.
The king has stolen it back again, and the "uncles" have already spent most of it. Huck had to stash it in her father's coffin, not knowing if the money would still be there when the "uncles" were unmasked.
Huck could not risk Mary Jane finding out about the money and potentially not sharing it with her sisters, so he kept the knowledge of where it was hidden to himself. He was hoping that when the "uncles" were exposed as frauds, the money would still be there for Mary Jane and her sisters.
Therefore, correct option is B.
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Answer: C
Explanation:
Huck can't tell Mary Jane where he has put her stolen money because the "uncles" have already spent most of it.
In "The Adventures of Huckleberry Finn," Huck devises a plan to reveal the true nature of the duke and the king, who are posing as Mary Jane's long-lost uncles. As part of this plan, Huck has stolen the money that the "uncles" fraudulently obtained, intending to return it to Mary Jane and her sisters once the truth is exposed.
However, when Huck attempts to inform Mary Jane about his plan and the location of the stolen money, he discovers that the "uncles" have already spent a significant portion of it. This revelation prevents Huck from disclosing the whereabouts of the money because there is very little left to return to Mary Jane and her sisters.
Huck's concern is that revealing the depleted state of the stolen money would only further distress Mary Jane and her sisters. It would also expose the extent of the "uncles'" deception and potentially disrupt Huck's plan to unmask them.
Therefore, to protect Mary Jane's emotions and ensure the success of his plan, Huck chooses to keep the information about the stolen money to himself, waiting for the opportune moment to reveal it and confront the fraudulent "uncles."
The resolution of ""What Stumped the Blue Jays"" might have been reached sooner if the blue jays had been more— A. Angry B. Relaxed C. Energetic D. Confused
The resolution of "What Stumped the Blue Jays" might have been reached sooner if the blue jays had been more relaxed.
Here, correct option is B.
In the story, the blue jays were trying to figure out why the sunflower seeds were disappearing and they were getting increasingly frustrated. If they had taken a step back and taken a few deep breaths, they might have been able to think more clearly and come up with a solution faster.
Being too angry or too energetic would have only caused them to get more flustered and distracted. By maintaining a calm demeanor, they were able to stay focused on their task and figure out the answer. Relaxing and taking a few moments to think things through would have been the best way for the blue jays to have reached a resolution sooner.
Therefore, correct option is B.
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Which statement best explains the situational irony surrounding the death of the laborer in ""shooting an elephant""
The statement that best explains the situational irony surrounding the death of the laborer in "Shooting an Elephant" is: The laborer's death reveals the conflicting expectations placed upon the narrator as a colonial officer, ultimately highlighting the negative consequence of imperialism.
In the story, the narrator faces immense social pressure to shoot an elephant even though he personally disagrees with the act. The laborer's death serves as the catalyst for this decision, as it forces the narrator to act in a manner expected of his position.
However, the resulting act of shooting the elephant is met with guilt and regret, demonstrating the conflicting values the narrator holds as a result of his role in a colonial system.
The situational irony lies in the fact that the death of the laborer, a victim of the elephant's rampage, leads to the further victimization of both the elephant and the narrator, emphasizing the detrimental effects of imperialism on all parties involved.
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Use the Venn diagram to map the characteristics of Mark Twain and Ambrose Bierce.
The Venn diagram can be used to fill in the attributes of the authors as follows:
Greatly influenced by the civil war BierceStarted writing after the civil war Mark TwainIncorporated romantic traits in the characters to create a contrast with the realist character BierceCreated main characters of all ages BierceHad an idealistic outlook on life prior to the civil war Twain known for writing with wit and humor TwainWhat were the authors known for?Mark Twain and Ambrose Bierce were two prominent American writers of the 19th century known for their satirical and witty writing styles.
Mark Twain, is best known for his novels "The Adventures of Tom Sawyer" and "Adventures of Huckleberry Finn," both of which offer a unique insight into American life in the 19th century. Twain's writing is characterized by his satirical commentary on social and political issues.
Ambrose Bierce served in the Union Army during the American Civil War, and his experiences as a soldier influenced much of his later writing. Bierce is best known for his short stories, which often deal with themes of horror and the supernatural. He is also known for his satirical dictionary, "The Devil's Dictionary," which offers humorous and often cynical definitions of common words.
Twain focused more on character and dialogue, while Bierce's writing was often more atmospheric and focused on the psychological states of his characters.
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James says some things are "instruments , not answers to enigmas, in which we can rest" to what is he referring?
James is referring to the idea that knowledge and understanding can be obtained and found through instruments, rather than through enigmas.
He suggests that knowledge can be attained and explored through tangible items, such as tools and resources, rather than through the solving of puzzles. By using instruments, we can find our way to the answers we seek, rather than spending time trying to understand the meaning of a complex riddle or question.
Instruments help us to move forward and progress, rather than remain stagnant in our quest for understanding. Instruments help us to build our knowledge base and gain insight into new concepts and ideas. They provide us with a way to access and explore the answers we need, without having to waste our time and energy trying to decipher a puzzle.
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write a story which ends with the line: "it was definitely the biggest adventure my friends and i had ever experienced in our lives." plss help
One sunny day, my friends and I decided to explore a mysterious cave located near our village. We had heard countless stories about it, but no one had dared to venture inside. Armed with flashlights, ropes, and helmets, we gathered our courage and embarked on what would become the biggest adventure of our lives.
As we entered the cave, we were met with an intricate labyrinth of tunnels, each more captivating than the last. The walls were adorned with fascinating ancient drawings and shimmering crystals, which illuminated our path. We marveled at the beauty and felt the adrenaline coursing through our veins.
As we ventured deeper, we stumbled upon a hidden chamber. To our amazement, the room was filled with priceless treasures, including dazzling jewels and gold artifacts. We couldn't believe our eyes and realized that we had discovered a long-lost treasure trove. The excitement was palpable, and we eagerly explored the chamber, carefully examining each artifact and speculating about its history.
Just as we were about to leave, we noticed a narrow passage hidden behind a towering stack of gold coins. Intrigued, we decided to follow it. The passage led us to a massive underground cavern with a beautiful, crystal-clear lake. In the center of the lake, there was an island adorned with more ancient drawings, possibly hinting at the origins of the treasure we had discovered earlier.
Our journey back to the cave entrance was filled with the euphoria of our discovery, knowing that we had uncovered a secret hidden for centuries. As we emerged from the cave, the sun was setting, casting a warm glow over our village. We looked at each other and knew that it was definitely the biggest adventure my friends and I had ever experienced in our lives.
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How do kojo's feelings about the satchel change throughout the story?
Kojo is extremely wary of the satchel and its contents at the beginning of the novel because he thinks they have a secret power.
He believes the bag is cursed and will bring bad luck to him and his family. Kojo's perception of the satchel alters when he learns the satchel's true purpose as the story goes on. He discovers that the bag holds a unique kind of fabric that is used to make magical objects, and he starts to see its possibilities.
He is eager to use the satchel to construct his own creations because he understands that it is a useful tool. Kojo has grown to see the satchel as a source of enormous power and promise by the end of the story.
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Write a story where the main character is hiding a big secret
Answer:
Explanation:
The Secret
Alice had a secret. A big one. One that could ruin her life if anyone ever found out. She had been hiding it for years, ever since she was a little girl. She had learned to lie, to pretend, to blend in. She had learned to avoid questions, to change the subject, to act normal. She had learned to fear, to distrust, to isolate herself. She had learned to hate her secret.
Her secret was that she could see the future. Not all of it, not clearly, not always. But sometimes, she would get flashes of images, sounds, feelings, that would tell her what was going to happen next. Sometimes it was something trivial, like what her teacher was going to say, or what her friend was going to wear. Sometimes it was something important, like who was going to win the lottery, or who was going to get hurt. Sometimes it was something terrible, like a car crash, a fire, or worse....
She didn’t know why she had this ability, or how it worked. She didn’t know if she could control it, or change it, or stop it. She didn’t know if there were others like her, or if she was alone in this world. She didn’t know if it was a gift, or a curse, or a mistake.
She only knew that it was dangerous. Dangerous for her, and for those around her. Because whenever she tried to use her ability, to help someone, to prevent something bad from happening, something worse would happen instead. Like the time she tried to warn her mother about the crazy driver on the road, and her mother got so distracted that she ran a red light and crashed into another car. Or the time she tried to save her neighbor’s cat from the tree, and the branch snapped and the cat fell on her neighbor’s head and knocked him unconscious. Or the time she tried to stop a robbery at the convenience store, and the robber shot her in the leg and escaped with the money.
She learned that her ability was not reliable, not accurate, not helpful. She learned that her ability was unpredictable, chaotic, harmful. She learned that her ability was a curse.
So she decided to hide it. To never use it again. To never tell anyone about it. To live a normal life.
But it wasn’t easy. Her ability didn’t go away. It still haunted her in her dreams, in her thoughts, in her feelings. It still tempted her to peek into the future, to see what was coming, to try to make a difference. It still tormented her with guilt, with regret, with fear.
She couldn’t escape it. She couldn’t ignore it. She couldn’t deny it.
She had a secret. A big one. One that could ruin her life if anyone ever found out.
And someone did.
Write a working thesis statement that names your topic and predicts the direction your essay will follow. one way to do this is to include the three features you are going to use to analyze the readings. (recall the six features you have to choose from: writer's purpose; writing tone and style; organizational strategies; discipline-specific language; discipline-specific features; and the reader's goals.)
A working thesis statement for your essay could be: "This essay will analyze the writer's purpose, tone and style, and organizational strategies used in the readings to gain a deeper understanding of the content and its effectiveness." By focusing on these three features, the essay will follow a clear direction and provide a thorough analysis of the readings.
The writer's purpose is essential to consider as it helps to identify the main goal of the text, such as informing, persuading, or entertaining the reader. Analyzing the tone and style will allow us to understand the author's attitude towards the topic and how it influences the reader's perception of the information presented. Tone can range from formal to informal, serious to humorous, or objective to subjective, while style refers to the specific choices of words and sentence structures used by the author.
Lastly, examining the organizational strategies will help to determine how the author has structured their argument or ideas to effectively convey the intended message. This includes the use of headings and subheadings, transitions between paragraphs, and the overall flow of the text. By focusing on these three features, the essay will provide a comprehensive analysis of the readings and contribute to a better understanding of the author's intentions and the effectiveness of their writing. This approach will ultimately help to meet the reader's goals, whether they are looking for information, entertainment, or persuasion.
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What does elie wiesel compare the death machine of auschwitz to?.
In his novel Night, Elie Wiesel compares Auschwitz's death machine to a factory.
He characterizes the camp as a "factory of death" that runs like a well-oiled machine, with each individual having a unique part in the process. He describes SS officers watching over the inmates, furnaces burning the corpses, and the scent of burning flesh filling the air.
He describes the camp as a "laboratory" where the Nazis experimented with different methods of killing people in the most efficient way imaginable. He depicts the camp as a place where death was manufactured and mass-produced, and life was viewed as a commodity to be disposed of as swiftly and efficiently as possible.
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