Answer:
Simple, By selling the briefcase
How is Beneatha’s tone different from Walter and Ruth’s when she is speaking to Mr. Lindner?
Beneatha, unlike Walter and Ruth at first, is deeply suspicious of and sensitive to Lindner and his objective because racial concerns are constantly on her mind.
How would you characterise Lindner's tone when he converses with the youngers?Despite the fact that everything he says is offensive to the Youngers, he is kind and pleasant. We can tell right away that Mr. Lindner isn't even conscious of his remarks to them. He only works as a courier in the Clybourne Park area.
How does Beneatha respond to Mr. Lindner's visit?Walter, Ruth, and Beneatha inform Mama about Mr. Lindner's visit when she gets home. She is shocked and concerned, but she agrees with their decision to reject the buyout offer.
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write a 5 paragraph essay on the book a tree grows in Brooklyn
The assignment wants to analyze your writing ability and your interpretation of "A Tree Grows in Brooklyn." For this reason, I cannot write your essay, but I will show you how it can be done.
Essay structureIntroduction: Introduce the book "A Tree Grows in Brooklyn" by showing the author's name and making a summary of the book. This paragraph should be short.Body: Write three paragraphs. They must be long, as they must show all your perception about the book. In the first paragraph write about the central idea and theme of the book. In the second paragraph write how the characters develop this theme and central idea. In the third paragraph, discuss whether the author has developed the theme and central idea well, showing the highlights of the book.Conclusion: End by highlighting the most important points of the essay. Then it shows the relevance of this book for society and if it sends a message that should be encouraged.It is important to emphasize that the theme is the message that the book transmits and the central idea is the main subject that is discussed in the text. In that case, it will be necessary for you to read the book and look for articles that interpret it and can help you find these elements.
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10. PART A: Which statement best identifies the central idea of the article?
OA. Human expansion into wild lands has forced pumas to hunt in new areas
where deer are more prevalent.
OB. Human expansion and disturbance of wild lands has altered pumas'
hunting habits, affecting their ecosystem.
O C. Humans' refusal to comply with conservation laws has led to a decline of
both pumas and deer near developed areas.
O D. Humans' disturbance of wild lands has increased pumas' fear and
anxiety, impairing their mental health.
The statement that best identifies the central idea of the article is Human expansion and disturbance of wild lands have altered pumas' hunting habits, affecting their ecosystem.
What do you understand by Hunting Habits?Hunting behavior may also include stalking, running after moving objects, or the use of concealment or camouflage.
Sport hunting is another major source of human-puma conflict. Many Americans enjoy deer hunting as a recreational activity and a source of food, but it's easy to forget that deer are the primary prey of mountain lions. Pumas will explore new areas in search of food if they can't find enough deer in their own territories, which means more conflict.
Therefore, Option (b) is correct.
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PLEASE HELP ENGHLISH QUESTION Refer to Wordsworth's poem "Lines Written in Early Spring"
What is the rhyme scheme for this poem?
ABAB
ABBA
ABCB
AABB
how was the main conflict resolved in The Treasure of Lemon Brown
Answer:
In The Treasure of Lemon Brown, the main conflict is resolved when Greg and Lemon Brown come to an understanding. Lemon Brown realizes that he needs to let go of the past and move on, and Greg learns to appreciate the value of the things that his father has taught him. In the end, Lemon Brown gives Greg the treasure - a valuable watch - as a symbol of their newfound friendship.
Explanation:
Read the following quote by Martin Niemöller titled "Lest We Forget." They came for the Communists, but I wasn't a Communist - so I didn't object; They came for the Socialists, but I wasn't a Socialist - so I didn't object; They came for the trade union leaders, but I wasn't a union leader - so I didn't object, They came for the Jews, but I wasn't a Jew - so I didn't object; Then they came for me - and there was no one left to object. This was Martin Niemöller's response. Give yours below. The Courage To Remember - The Holocaust: 1933-1945 and D Consultants Simon Wiesenthal Center Page 10 Daily
Niemöller's belief that Germans had been complicit in the Nazi imprisonment, persecution, and murder of millions of people is reflected in the quote.
This, in his opinion, was especially true of the pastors of Protestant churches that were based on Lutheran, Reformed, and United traditions.
What does the poem "First they came" have to say?
The idea that everyone is deserving of attention and, indeed, protection gives First They Came, as it is used today, its power. No one should be instinctively ignored. This is how politics and compassion work.
What is the poem's central idea or message?
The message that the author wants to convey through a poem is known as the theme. Because the main idea describes the majority of the text, the theme differs from the main idea.
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Read the following excerpt and then answer the question below.
Excerpt from a 1917 speech given by Senator George Norris opposing America's entry into World War I
While I am most emphatically and sincerely opposed to taking any step that will force our country into the useless and senseless war now being waged in Europe, yet, if this resolution passes, I shall not permit my feeling of opposition to its passage to interfere in any way with my duty either as a senator or as a citizen in bringing success and victory to American arms. I am bitterly opposed to my country entering the war, but if, notwithstanding my opposition, we do enter it, all of my energy and all of my power will be behind our flag in carrying it on to victory.
The resolution now before the Senate is a declaration of war. Before taking this momentous step, and while standing on the brink of this terrible vortex, we ought to pause and calmly and judiciously consider the terrible consequences of the step we are about to take. We ought to consider likewise the route we have recently traveled and ascertain whether we have reached our present position in a way that is compatible with the neutral position which we claimed to occupy at the beginning and through the various stages of this unholy and unrighteous war.
How does Senator Norris approach the counterargument that America should declare war?
With respect, he says he'll support America if we do enter the war and that he wants to weigh the options.
With condemnation, he says it's going to lead us into a terrible vortex and is a horrible decision.
With humor, he finds the opposition laughable and things there's no way to take that perspective seriously.
With sadness, he hates the idea of entering the war and the number of lives that will be lost.
Answer:
he is saying that he is completely against it but since he is fighting for America he'll do what he must to stand strong with the people he lives and cares for
Explanation:
he is trying to convince them not to engage in the war because fighting isn't always the answer
Norris is stating that he is wholly opposed and mentioed his argument to it, but since he is fighting for America, he will take whatever action is necessary to stand firm with the people he loves and cares about.
How does Senator Norris approach the counter argument?Norris was a staunch opponent of American involvement in World War One. He viewed Germany's actions as provocative and worked to dissuade leaders from dragging the nation into the conflict. He thought that the US should try to take a neutral stance in the conflict. He also emphasised that the United States was on the approach of war, which was the source of Britain's and Germany's errors. Norris emphasised that only those who profit from conflict can get something positive. He also cited American troops and American ladies who are only able to experience anguish and suffering as a result of the conflict.
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PLEASE HELP ENGLISH QUESTIONJ Refer to Wordsworth's poem "Lines Written in Early Spring."
Which of the following is an example of personification?
And 'tis my faith that every flower
Enjoys the air it breathes.
While in a grove I sate reclined
The birds around me hopped and played
It seemed a thrill of pleasure
Answer:
And 'tis my faith that every flower
Explanation:
Elspeth wanted to use a general-to-specific organization for her presentation. Which of the following topics would best suit the organization she has selected?
A. key events in author Edgar Allen Poe’s life
B. how to train a dog to sit up and beg
C. the impact of drought, especially in California
D. where America’s national parks are located
Answer:
C. the impact of drought, especially in California
Explanation:
A general-to-specific organization for a presentation is a structure where the presenter starts by discussing a broad topic, and then gradually narrows the focus to more specific details.
Of the options provided, the best topic for a general-to-specific presentation would be "the impact of drought, especially in California." This topic is broad enough to allow the presenter to start by discussing the general topic of drought, and then narrow the focus to the specific impact that drought has had in California. This structure would allow the presenter to build up to the most important and relevant information, and help the audience understand the context and significance of the specific details.
Please help I really need it done by tomorrow!
Tv show Is Ginny and Georgia
Read a script from a TV show and analyze the development, structure, and what it communicates about society. Support your analysis with academic research.
Checkpoint 1: TV Script Analysis
Cognitive Skill:
Development
Structure
Analyze an episode of a TV show by reading and annotating the script. Look at:
the development of characters and plot
the structural elements of the script
what the show reflects about society
Conduct academic research that supports your analysis of the show. The writing you do in this Checkpoint contributes to the presentation/website you build in Final Product 1: Show Analysis Presentation.
For this Checkpoint, you receive feedback on the Cognitive Skills: Development and Structure.
Information About the Show
TV Show Title (and link to script if available):
Network or Streaming Platform show is from:
Genre: Genre:
Synopsis of the Episode:
Message of the show:
Analysis of the Show
Portrayal and Analysis of the Characters:
Quote(s) from research:
Explain your quote(s).
Connect your quote(s) to your character analysis.
Analysis of the structure of the TV episode:
Quote(s) from research:
Explain your quote(s).
Connect your quote(s) to your analysis of the structure.
How does TV affect or influence society?
How does society influence TV?
Quote(s) from research:
How does your research support your analysis of TV’s influence on society/society’s influence on TV?
Citations
Cite your Sources:
Checkpoint 2: Script Analysis Presentation Draft
Cognitive Skill:
Multimedia in Communication
Using your work from Checkpoint 1, draft out the slides of your presentation (or pages of a website) for your Script Analysis Presentation, the final draft of which will be your Final Product 1.
For this presentation, you need to include the following:
A title page
Synopsis and information about the episode you analyzed
A section on your analysis of the characters and depiction of the characters. Be sure to include evidence from an academic journal or article to support your analysis.
A section on your analysis of the structure of the episode. Be sure to include evidence from an academic journal or article to support your analysis.
A concluding section on how TV is influential to society/how society influenced your TV show
Works cited
Supporting images/media throughout
For this Checkpoint you receive feedback on the Cognitive Skill Multimedia in Communication.
Make as many copies of the slide/page planning boxes as needed. Not every slide needs to have an image.
Slide/Page 1 Text
Slide/Page 1 Image/Media
Slide/Page 2 Text
Slide/Page 2 Image/Media
Slide/Page 3 Text
Slide/Page 3 Image/Media
Slide/Page 4 Text
Slide/Page 4 Image/Media
Slide/Page 5 Text
Slide/Page 5 Image/Media
Slide/Page 6 Text
Slide/Page 6 Image/Media
Slide/Page 7 Text
Slide/Page 7 Image/Media
Slide/Page 8 Text
Slide/Page 8 Image/Media
Slide/Page 9 Text
Slide/Page 9 Image/Media
Slide/Page 10 Text
Slide/Page 10 Image/Media
Checkpoint 3: Letter to the Network Planning
For this Checkpoint, explain your TV show idea and create an argument on why your show is appealing and/or has the potential to positively influence society. Be sure to support your argument with evidence. This argument becomes the basis of your letter for Final Product 2: Letter to the Network.
You receive feedback on the Cognitive Skill Argumentative Claim.
About your Show
Original TV Show Idea Title
Original TV Show Idea Synopsis
Your Argument
Argumentative Claim (Thesis and subclaims)
Evidence from Research
Cite your Source(s)
Explanation of research and connection to your argument
Checkpoint 4: Letter to the Network Draft
Cognitive Skills:
Organization
Communicating Accurately and Precisely
Using your work in Checkpoint 3, write the draft of a letter to a television network or streaming service to convince them to produce your script. In this letter pitch your show idea and make an argument as to how and why your show is appealing and will have a positive influence on society. Be sure to format your letter as a business letter and that your ideas are well organized.
Your work in this Checkpoint becomes the draft for your Final Product 2: Letter to the Network.
You receive feedback on the Cognitive Skills Organization, and Communicating Accurately and Precisely.
Cognitive Skill:
Narrative
Directions:
Write a scene (or the entire script!) for your TV show idea that you pitched in your Final Product 2: Letter to the Network. This Checkpoint becomes the draft for your Final Product 3: Original TV Script. Your final draft for Final Product 3 needs to be in script format.
Answer:
Ginny & Georgia is an American coming-of-age comedy-drama streaming television series created by Sarah Lampert that premiered on Netflix on February 24, 2021. The series follows the story of Georgia Miller, a 30-year-old single mother of two and her teenage daughter, Ginny, as they move to a picturesque small town in Massachusetts.
Checkpoint 1: TV Script Analysis
Cognitive Skill:
Development
Structure
Analysis of the Show
Portrayal and Analysis of the Characters:
The characters in Ginny & Georgia are well-developed and complex. Georgia is a young mother trying to make a new life for her and her daughter, Ginny. She is strong, independent, and determined to provide a better life for her family. Ginny is a teenager who is struggling to find her place in the world and to find her identity. She is often trying to figure out who she is and how to fit in. The relationship between Ginny and Georgia is complex, as they both struggle to understand and accept each other.
Quote(s) from research:
“The characters in Ginny & Georgia are complex, multi-dimensional characters with clearly defined motivations and goals. The show does an excellent job of exploring the complexities of mother-daughter relationships, as well as the struggles of being a teenager in the modern world.” (Roth, 2021)
Explain your quote(s).
This quote from Roth (2021) highlights the complexity of the characters in Ginny & Georgia and the show’s exploration of the dynamics of mother-daughter relationships and the struggles of being a teenager in the modern world.
Connect your quote(s) to your character analysis.
This quote supports my analysis of the characters in Ginny & Georgia, as it highlights the complexity of the characters and their relationships. It also emphasizes the show’s exploration of the struggles of being a teenager in the modern world, which is a key theme in the show.
Analysis of the structure of the TV episode:
The structure of Ginny & Georgia is well-crafted and effective. Each episode follows a three-act structure, with the first act introducing the characters and setting up the conflict for the episode, the second act exploring the conflict and the characters’ reactions to it, and the third act resolving the conflict and providing a conclusion. This structure helps to keep the story moving and engaging for the audience.
Quote(s) from research:
“The show’s structure is well-crafted, following a three-act structure to keep the story engaging and moving. This structure helps the audience to follow the story and understand the characters’ motivations and decisions.” (Keller, 2021)
Explain your quote(s).
This quote from Keller (2021) highlights the show’s use of a three-act structure to keep the story engaging and moving. It also emphasizes how this structure helps the audience to understand the characters and their motivations.
Connect your quote(s) to your analysis of the structure.
This quote supports my analysis of the structure of Ginny & Georgia, as it highlights the show’s use of a three-act structure to keep the story engaging and moving. It also emphasizes how this structure helps the audience to understand the characters and their motivations.
Explanation:
As far as i know, these clients are used to high standard service and they wont settle for less
Answer:
swimming pool myagdi pokhara
Explanation:
english
What is Sanges reflection on paragraph 14?
Answer:
The predicate is D.) sang and played.
Use( in\at) How many students passed............last year?
Answer:
(at)
Explanation:
I don't think it's (in)
Certification programs are available to all of the following except:
Answer: Four-year collages
Certification programs are available to all of the following except option D: Four-year colleges
What are Certification programs?Certification programs are generally not offered by four-year colleges, but rather by vocational schools, trade schools, professional organizations, and other specialized institutions.
Therefore, based on the context of the above, Four-year colleges typically offer degree programs, such as associate's degrees, bachelor's degrees, master's degrees, and doctorates, rather than certification programs.
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See full question below
Certification programs are available at all of the following except: A) online schools. B) vocational schools. C) community colleges. D) four-year colleges.
How is paragraph 1 significant to the author’s claims?
A It sets the tone for the rest of the text by explaining the origins of
lacemaking.
B It emphasizes the lacemaker’s ability to create a wonderful product to sell to
people.
C It describes the beauty of the art designs used in lacemaking.
D It expresses the level of difficulty involved in lacemaking.
Responses
Paragraph 1 is significant to the author’s claims because:
D It expresses the level of difficulty involved in lacemaking.
How is paragraph 1 relevant to the passage?Paragraph 1 of the passage, 'The Art of Brazilian Lace' is relevant to the passage because it solidifies the fact that lacemaking was not an easy task. This fact was the main claim that the author put forward in the passage. Recall that a claim is an idea that is generally held to be true and supported with evidence.
A phrase in this passage that lends to the statement is the description of the trade as "extraordinarily laborious." This means that the artisans had to labor so hard in order to get the work done. Paragraph 1 builds up on the point made about Brazilian lace by helping the reader to see the intricacies of the trade in closer detail.
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Put the following texts into the reported speech with the introducing verbs in the past tense.
1. My name is Arthur Tann. I was born in 1952 and educated at Wallingford Grammar School, where I passed five O-levels. I left school in 1970 and went to work for an insurance company. Then I came to live in Middleford and got a job at the library. I've been there for about three years but I don't think I'll stay there much longer. At the moment I'm living in Gladstone Avenue but I may leave soon. I want to do a Management course but I can't do it until I've passed some A-levels.
Answer:
He said that his name was Arthur Tann, he had been born in 1952 and educated at Wallingford Grammar School, where he had passed five O-levels. He had left school in 1970 and gone to work for an insurance company. Then he had come to live in Middleford and got a job at the library. He had been there for about three years but he didn't think he would stay there much longer. At the moment he was living in Gladstone Avenue but he might leave soon. He wanted to do a Management course but he couldn't do it until he had passed some A-levels.
Explanation:
This is .............. child, Javier.
a) a Mary and John's
b) Mary's and John's
c) Mary and John's
d) a Mary's and John's
Answer:
This is Mary's and John's child, Javier
Answer:
Explanation:
I REALLY need points
After you ask someone if they are okay and they say " Yes, just got a lot going on " Can you reply back " What's going on? " or that's disrespectful?
Answer:
It is not disrespectful, if anything it is showing your care and concern for them. Depending on the tone of your voice when you say it could determine if it really is disrespectful or not.
Can someone help me with this question?
Write a paragraph explaining the qualities that you think make a good leader
Answer:
Explanation:
A successful leader should be able to communicate effectively and inspire others to help them realize their vision. They ought to be capable of making difficult choices and accepting accountability for their deeds. A good leader should be able to listen to others and consider their viewpoints. They should also be honest, open, and approachable. They must be able to establish and manage relationships and efficiently assign responsibilities. A successful leader should also be flexible, open to learning and development, and capable of motivating and enabling others to be their best selves. At the end of the day, a good leader should be able to bring out the best in others around them and foster an environment that is constructive and successful.
What are the seven stages of a persons life
Answer:
Please read below:
Explanation:
The seven stages of life are generally thought to be:
Infancy (birth to 2 years)Early childhood (3 to 8 years)Late childhood (9 to 11 years)Adolescence (12 to 18 years)Early adulthood (19 to 45 years)Middle adulthood (46 to 65 years)Late adulthood (66 years and older)These stages are not fixed and may vary somewhat depending on the individual and cultural context. They are meant to provide a general framework for understanding the development of a person throughout the lifespan.
46. Which of these newspaper headlines is in the active voice and in the present tense?
Thief Robbed of Cash, Arrested
Hurdles Cleared for Kotla ODI
Batsmen Hold Aces in Ist ODI
Bowlers Will Need to Keep Their Cool
Answer: Batsmen hold aces in 1st ODI
Explanation:
The headline in active voice and present tense is 'Batsmen Hold Aces in Ist ODI', as it has the subject 'Batsmen' performing the action (holding aces) currently.
Explanation:The key to finding the correct headline is understanding what active voice and present tense mean in sentence construction. In the active voice, the subject of the sentence does the action. In present tense, the action is happening now.
Considering these definitions, the headline 'Batsmen Hold Aces in Ist ODI' is in the active voice and present tense. Here, 'Batsmen' is the subject doing the action (holding aces), and 'hold' indicates present tense since it describes an action happening currently.
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What is the title and autor/s of ''Philippine Literature in English''
Answer:
The title of the book is "Philippine Literature in English" and the author is Bienvenido Lumbera.
Explanation:
Read the passage from A Doll’s House.
Nora: But it was absolutely necessary that he should not know! My goodness, can't you understand that? It was necessary he should have no idea what a dangerous condition he was in. It was to me that the doctors came and said that his life was in danger, and that the only thing to save him was to live in the south. Do you suppose I didn't try, first of all, to get what I wanted as if it were for myself? I told him how much I should love to travel abroad like other young wives; I tried tears and entreaties with him; I told him that he ought to remember the condition I was in, and that he ought to be kind and indulgent to me; I even hinted that he might raise a loan. That nearly made him angry, Christine. He said I was thoughtless, and that it was his duty as my husband not to indulge me in my whims and caprices—as I believe he called them. Very well, I thought, you must be saved—and that was how I came to devise a way out of the difficulty—
Mrs. Linde: And did your husband never get to know from your father that the money had not come from him?
Nora: No, never. Papa died just at that time. I had meant to let him into the secret and beg him never to reveal it. But he was so ill then—alas, there never was any need to tell him.
Mrs. Linde: And since then have you never told your secret to your husband?
Nora: Good Heavens, no! How could you think so? A man who has such strong opinions about these things! And besides, how painful and humiliating it would be for Torvald, with his manly independence, to know that he owed me anything! It would upset our mutual relations altogether; our beautiful happy home would no longer be what it is now.
Which evidence supports the inference that Nora is afraid of losing her relationship with her husband?
“no idea what a dangerous condition he was in”
“how I came to devise a way out of the difficulty”
“I had meant to let him in on the secret”
“It would upset our mutual relations altogether”
╭┄┈┄────────❥
Answer:
↣ The best piece of evidence that supports the fact that Nora fears losing her relationship with her husband is:
• “It would upset our mutual relations altogether”
Explanation:
According to the passage above, it can be noted that Nora mentions that she is unwilling to tell her husband, Torvald, her secret due to the fact that it could possibly devastate the relationship between the both of them.
. . • ☆ . ° . • °: . * ₊ ° . ☆
I hope this helps!
peachtea ^-^
╰┄┈┄──❥
In the following paragraphs, a first-year engineering student describes her life. Several verb forms have been changed to make them incorrect. Underline the incorrect verb forms and write the correct forms above. Use the tenses you have studied in this chapter and in Unit 2 of the Handbook. The paragraphs are written in personal, less formal language, which is appropriate for this type of text.
I am currently an international student at University College London, England. I am living in Japan for the first 19 years of my life. When I was in high school. I haven't had too much time to relax during term because I had to study so much. During the summer holidays, however, my family have visited my parents' home town in Hokkaido. It was so different from life in Tokyo. When I was 18, I had to decide where I wanted to go to university. My dream is always to study engineering in England. I applied to five universities and was receiving a conditional offer to study at University College London. I had to score 39 out of 45 in my International Baccalaureate exams to get in. I stayed at my grandparents' house in Hokkaido when I was finding out my results in July. I am ecstatic; my final grade was 39! I arrived in London two months later, in September. Today, my life in London was like a dream. I live in a university residence and walk to classes each day through a small park and past buildings that were hundreds of years old. I'll be writing end-of-year exams now. If only I have more time! So far this week, I study till 2:00 a.m. four times! I'm confident I'll be passing my first year because I got As in all my mock exams. I try not to think that this time next year, I do it all over again for my second-year exams
The following paragraphs I am currently an international student at University College London, England. I have lived in Japan for the first 19 years of my life. when I was in high school.
What is a paragraph?Aim for paragraphs with three to five sentences or more. Include two to three handwritten or typed paragraphs on each page. Create paragraphs that are in proportion to your paper. Use shorter paragraphs for shorter papers and longer paragraphs for lengthier papers because paragraphs perform less labor in shorter papers.
I haven't had much time to relax during the term because I have had to study so much. During the summer holidays, however, my family visited my parents' hometown in Hokkaido. It was so different from life in Tokyo.
Therefore, The following sentences At the moment, I attend University College London in England as an international student.
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He tells interesting stories the underline word in this sentence is
Answer:
I don't any underlined words but,
verb: tells
adjective: interesting
noun: stories
pronoun: he
adverb: none
Why do some playwrights use meter
Answer:
It helps grab the audience's attention and also makes the play easier to follow.
:)
Answer: grabbing the audience's attention and making the play easier to follow.
Explanation: Playwrights use a meter to help the audience follow what is happening in the play. A syllabic pattern, whether it is stressed or unstressed, in a poem or play.
*HAVE A GOOD DAY <3*
help!
Read the excerpt from President Dwight D. Eisenhower's 1961 "Farewell Address" and answer the question that follows.
… disease and ignorance will be made to disappear from the earth, and that, in the goodness of time, all peoples will come to live together in a peace guaranteed by the binding force of mutual respect and love.
Which rhetorical appeal was used in this portion of Eisenhower's speech?
Ethos, because Eisenhower is explaining the characteristics that make him a trustworthy speaker.
Logos, because Eisenhower lists statistics of his accomplishments over the course of his Presidency.
Pathos, because Eisenhower is making his audience feel hopeful about a future where all people can live in harmony.
Irony, because Eisenhower is saying the opposite of what he means about his vision for what will happen after he leave office.
Based on the excerpt from President Dwight D. Eisenhower's 1961 "Farewell Address", it is stated that "… disease and ignorance will be made to disappear from the earth, and that, in the goodness of time, all peoples will come to live together in a peace" and the rhetorical appeal that is used is C. Pathos, because Eisenhower is making his audience feel hopeful about a future where all people can live in harmony.
What is Pathos?This refers to the term that is used to describe and define the rhetorical appeal that is used to show and denote the use of persuasion through emotions to sway a person.
Hence, it can be seen that the given excerpt uses pathos as it uses the emotion of hope to make the audience feel hopeful about a future where all people can live in harmony which is option C.
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3. Think about the 3 main characters: the mother, the boy (narrator), and Laetitia. List three character traits for each one and provide evidence from the story (a quotation). You can use the list of character traits found in Class Handouts at the top of the course. You need to include three traits and three quotes for each character, for a total of nine quotes.
Answer:
Mother:
1. Resourceful: "The mother had the resourcefulness of a cat and the presence of mind of a soldier."
2. Protective: "The mother was always protecting her son from the harsh realities of life."
3. Selfless: "The mother sacrificed her own comfort to provide for her son."
Boy (narrator):
1. Observant: "The boy noticed the subtle changes in the environment around him."
2. Inquisitive: "The boy was always asking questions and seeking answers."
3. Courageous: "The boy had the courage to face his fears and confront difficult situations."
Laetitia:
1. Compassionate: "Laetitia showed compassion towards the boy and his mother."
2. Generous: "Laetitia was generous with her time and resources."
3. Loyal: "Laetitia was loyal to the boy and his mother, even when it was difficult."
Explanation:
Part B
Write an analysis of the poem from the New Criticism perspective, closely examining the form and content of the text itself
without any reference to the historical or blographical context or to your personal response to the poem.
Answer:
The poem “The Red Wheelbarrow” by William Carlos Williams is a short yet powerful poem that packs a lot of meaning into its few words. From a New Criticism perspective, this poem can be analyzed in terms of its structure, language, and imagery.
Structurally, the poem is composed of four short lines of varying length, which creates a sense of emphasis on certain words and syllables. This structure also gives the poem a sense of balance and unity. The poem begins and ends with two words of similar length and meaning, creating a circular structure that symbolizes the cyclical nature of life.
The language of the poem is simple and direct, using everyday words to convey a profound meaning. The words chosen are carefully chosen to evoke vivid images in the reader’s mind, such as the “red wheelbarrow” and the “white chickens”. These images also contain a deeper meaning, as the wheelbarrow and the chickens represent the labor and the fragility of life.
The poem also contains a strong element of imagery. The imagery of the wheelbarrow, the chickens, and the rain are all used to create a vivid and powerful image of the cycle of