It should be noted that the key idea that was developed is A. Zitkala-Sa struggles to find balance living in two worlds, neither of which feels entirely comfortable.
The details from the text that help to develop the key idea in Part A include:
Her few words hinted that I had better give up my slow attempt to learn the white man’s ways, and be content to roam over the prairies and find my living upon wild roots.My mother had never gone inside of a schoolhouse, and so she was not capable of comforting her daughter who could read and write.The central idea simply means the main idea that's contained in a story. It's the main idea that the author wants the readers to know.
Learn more about central ideas on:
https://brainly.com/question/2684713
An unforgettable dream
Answer:
which dream what dream you saw that you cannot forgot.
Identify the mood of the verb in this sentence.
All of the spectators crowded through the exits before the show ended.
O indicative
O imperative
O subjunctive
O conditional
Answer:
It's indicative.
Explanation:
Conditional and subjunctive have words including "if" and "could."
Imperative means a command.
This mood is not commanding or saying "what if" or "it could"
Therefore, it is indicative.
How does Kafka use the order of words within sentences to create emphasis?
Answer:
They are compassionate, sympathetic, and worldwide relationships that individuals have.
Explanation:
This is what first prompted Gregor's sister to be compassionate toward him, but because it is a "human" link, she eventually came to the conclusion that he was no longer human and the compassion ceased as well.
Which element of a tragic hero does macbeth possess?
Answer:
The answer would be (A). Macbeth suffers from flaws in his character, the most noticeable being him showing off his ambition and his easy influence.
Explanation:
Answer:
Ha in doing this for points
Hello please please help me please Please help me with this question please
Analyzing Advertisements
1. What is your advertisement selling?
2. Does your advertisement include a slogan? If so, what is it?
3. Does your advertisement include a logo? If so, what is it?
4. Does your advertisement use descriptive language? If so, provide some examples.
5. Who do you think is the target audience of your product? What makes you think this?
6. Does your advertisement use an interesting font?
7. Does your advertisement feature a celebrity?
8. Is your advertisement colourful?
9. In your opinion, is this a good advertisement? Is it interesting? How so?
10. Can you think of any other ways the advertiser has made this product appealing? Why would this advertisement make people want to buy the product?
Which elements does strong narrative writing always contain
Answer:The elements indispensable for a good narrative writing are - engaging dialogue between the characters of the text, rich and vivid descriptions where from the readers might obtain a pen picture of the entire happenings and thoughtful reflection which bounds the readers to think.
Explanation:
A.balance B.career C.challenge D.happy
Answer:
bro what
Explanation:
Read the sentence.
What type of phrase is the underlined phrase?
a gerund phrase
an infinitive phrase
a participial phrase
a prepositional phrase
Answer: an infinitive phrase (B)
Explanation:
I took the test on edge and got this correct
how do you protect yourself from cyber bullies
Answer:
Block them and bully them back. Ignore them and don't get your stuff leaked or they will blackmail you. Also report them it works. Or you can blackmail them. Don't share pictures online. Call 911 if its emergency. If you are a child snitch on them to the teachers. Sue them for harassments and stalking.
call 800-273-8255 if your thinking of Sucide . Don't Sucide , don't let them win.
Which statement best shows the difference between romantic and realist literature
Answer:
B) Romanticism celebrates the beauty of nature, whereas realism depicts the struggles of everyday life.
Explanation:
A. Romanticism depicts people in love, whereas realism depicts the real nature of people.
B. Romanticism celebrates the beauty of nature, whereas realism depicts the struggles of everyday life.
C. Romanticism celebrates the protagonist’s glory, whereas realism glorifies the antagonist of the story.
D. Romanticism highlights the human connection with nature, whereas realism depicts supernatural elements. E. Romanticism emphasizes the emotions of characters, whereas realism highlights human relations.
Romanticism: natural wonders, magical creatures Reality: social issues, everyday characters Romanticism celebrates nature, while realism depicts everyday struggles. Like naturalism, realism arose in the second half of the 19th century. Realistic depiction of reality. Unlike romanticism, it does not beautify or appeal. Realistically depicts everyday events. The former uses fantastic situations and personal feelings. Realism captured the social changes caused by industrialization. Romanticism includes a love of nature and a study of human nature.
rewrite the sentences using too or enough i am so tired that i can't do the washing up now
Answer:
I am too tired that I can't do the washing up now
Complete each sentence with one of these verbs : answer, apply, lie, make, try, walk, wash, write, wait, wear.
If you write out the sentences I'll help you answer it
On a cold spring afternoon, while walking home from school, I detoured through the playground at the end of our alley. I saw a
group of old men, two seated across a folding table playing a game of chess, others smoking pipes, eating peanuts, and
watching. I ran home and grabbed Vincent's chess set, which was bound in a cardboard box with rubber bands. I also carefully
selected two prized rolls of Life Savers. I came back to the park and approached a man who was observing the game.
"Want to play?" I asked him. His face widened with surprise and he grinned as he looked at the box under my arm.
"Little sister, been a long time since I play with dolls," he said, smiling benevolently. I quickly put the box down next to him on
the bench and displayed my retort.
What motivates the narrator to "display [her] retort" rather than to respond verbally to the man?
the goal not to speak a single negative word in thirty days
the fear of what the narrator's mother will do
the knowledge that it is dangerous to speak to strangers
the desire to master the art of "invisible strength"
Answer:
The desire to master the art of "invisible strength".
Explanation:
It makes sense contextually.
Complete the passage with the suitable words , on words for each blank nghixa là gì ?
Answer:
Explanation:
Can u explain ur question
What is agricultural profession ? Why is it important?
Answer:
The process of producing foods, vegetable, crops by cultivating land is known as agriculture. About 80% of people are involved in agriculture as their occupation
Explanation:
Agriculture plays a critical role in the entire life of a given economy. Agriculture is the backbone of the economic system of a given country. In addition to providing food and raw material, agriculture also provides employment opportunities to a very large percentage of the population.
Although she is tired, she still goes to school.
->Tired .............………………………………………………………………….
Answer:
is this a question? cause i'm really confused.
In this activity, you will respond to questions about the poems that you explored in the tutorial: “I Hear America Singing” by Walt Whitman and “I, Too” by Langston Hughes.
Part A
You studied a text analysis of the poem "I Hear America Singing." Consider how the speaker of the poem describes America as “singing.” Write a paragraph discussing the central theme of the poem, drawing information from the text. Cite specific evidence to support your analysis.
Answer:
The poet characterizes America as a "pleasure" where individuals work hard regardless of their occupation. He commends the working class of America. "I Hear America Singing" is the topic of the poem. The difficult job was intensive manual work. The poet Whitman obviously devotes this poem to individuals who labor hard day night, regardless of their vocation. For instance, he talks about Carpenter, Mason, Boatman...
Explanation:
The explanation is in the answer above
I....(not/go) out if it (rain) tomorrow morning
Answer:
I will not go out if it rains tomorrow morning
Explanation:
Choose one of the four scaffolding strategies between pages 121 and 127. Think about
how you would develop class routines to support students with their literacy skills using
one of these strategies. How would you go about fostering academic language and/or
helping ML students engage with the grade-level content? [Answer in 3-5 sentences for
full credit.]
Answer:
Let’s start by agreeing that scaffolding a lesson and differentiating instruction are two different things. Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk. When scaffolding reading, for example, you might preview the text and discuss key vocabulary, or chunk the text and then read and discuss as you go. With differentiation, you might give a child an entirely different piece of text to read, or shorten the text or alter it, or modify the writing assignment that follows.
Simply put, scaffolding is what you do first with kids. For those students who are still struggling, you may need to differentiate by modifying an assignment or making accommodations like choosing a more accessible text or assigning an alternative project.
Scaffolding and differentiation do have something in common, though. In order to meet students where they are and appropriately scaffold a lesson or differentiate instruction, you have to know the individual and collective zone of proximal development (ZPD) of your learners. Education researcher Eileen Raymond says, “The ZPD is the distance between what children can do by themselves and the next learning that they can be helped to achieve with competent assistance.”
So let’s get to some scaffolding strategies you may or may not have tried yet. Or perhaps you’ve not used them in some time and need a gentle reminder on how awesome and helpful they can be when it comes to student learning.
1. SHOW AND TELL
How many of us say that we learn best by seeing something rather than hearing about it? Modeling for students is a cornerstone of scaffolding, in my experience. Have you ever interrupted someone with “Just show me!” while they were in the middle of explaining how to do something? Every chance you have, show or demonstrate to students exactly what they are expected to do.
how to write" the pups fur was fluffier than their mothers' fur" in the. correct sentence form
Answer:
The pups' fur was fluffier than their mother's fur.
Explanation:
Which transitional word has the same meaning as "on the other hand"? ordinarily conversely manipulation encryption
Answer:
Conversely
Explanation:
Q. Improve the punctuation of the following passage. Then write out the new paragraph.
Include the following punctuation symbols:
• One set of quotation marks
• Two semicolons
• A hyphen
• A pair of dashes
• An exclamation mark
• A question mark
• Capital letter where required
• a missing apostrophe
My favorite book has to be Charlie and the Chocolate factory. thats probably because I love eating chocolate my self. If only I could make my own chocolates. In my family, everyone fights over chocolates. mum likes one with soft centres, especially strawberry and lemon. My sister prefers dark, bitter chocolates with no filling at all. Dad searches the box for chocolates with nuts inside. I have a weakness for caramel, you know that hard chewy stuff made from toffee that you can buy as chocolate eclairs. The best thing about caramel chocolates is that you can chew them for a long time so they last for ages, I have some in my cupboard. I hide them here so that nobody would find them. Would you like one.
Answer:
huh
Explanation:
We use our neighbours’ eyes figure of speech
Answer:
id jhnujb jikjnoij okop
Explanation:
hu kjjm l;mm
When it is seventy-five below zero, a man must not fail in his first attempt to build a fire—that is, if his feet are wet. If his feet are dry, and he fails, he can run along the trail for half a mile and restore his circulation. But the circulation of wet and freezing feet cannot be restored by running when it is seventy-five below. No matter how fast he runs, the wet feet will freeze the harder. All this the man knew. The old-timer on Sulphur Creek had told him about it the previous fall, and now he was appreciating the advice. Foreshadowing Figurative language Verbal irony Symbolism
Answer:
The figurative language used in the excerpt is:
foreshadowing
Explanation:
This excerpt was taken from the short story "To Build a Fire" by American novelist Jack London (1876-1926). London is famous for writing stories in which the conflict man vs. nature is developed. He used his own experience as an adventurer as inspiration for his plots.
This particular passage of "To Build a Fire" uses a figurative language known as foreshadowing, in which the author reveals details that will later unfold into something important in the story. Here, the main character has been warned by an old man about the dangers of extreme cold weather. The old man is most likely much wiser than the young main character. However, he does not listen to him and go out into the forest on his own. This will later unfold into the young man's death. The old man's warning served as foreshadowing for that happening.
Tìm các cụm chủ-vị mở rộng trong các ví dụ dưới đây và cho biết các cụm chủ-vị
đó mở rộng cho thành phần nào trong câu/trong cụm từ?
a) Oan-đi-xnây từng bị toàn soạn sa thải vì thiếu ý tưởng.
b) Chị Cốc đã trông thấy Dế Choắt đang loay hoay trước của hang. (Tô Hoài)
c) Dế Choắt là cái tên tôi đã đặt một cách chế giễu và trịnh thượng. (Tô Hoài)
d) Tôi chỉ thấy người trong sách đi lại, nói chuyện với nhau thôi.
e) Khi tôi đã đi ngủ rồi, bác lao công vẫn đang quét rác trên đường phố
Plz Help me on this one!?
Answer: Answer is B. Trans-Saharan was just land and they tried sea but I believe they failed. Silk Route was land and Sea, since for Asian countries sea was more accessible. Hope this helps, just learned this last year.
Explanation:
SHERIFF (unbuttoning his overcoat and stepping away from the stove as if to the beginning
of official business).
How does the use of the word "official" in this stage direction affect the mood of the scene?
Answer:
It shows a serious undertone to laying out the scene. It helps the reader understand that the Sheriff isn't fooling around and that something important is starting.
Answer:
it makes the sheriff a more serious man. and this indicates that the sheriff isn't joking or playing around ...For many years, no one could communicate with people who had been born without hearing. These deaf people were not able to use a spoken language. But, beginning in the 1700s, the deaf were taught a special language. Using this language, they could share thoughts and ideas with others. The language they used was a language without sound. It was a sign language. How did this sign language work? The deaf were taught to make certain movements using their hands, faces, and bodies. These movements stood for things and ideas. People might move their forefingers across their lips. This
meant, “You are not telling the truth.” They might tap their chins with three fingers. This meant “my uncle.” The deaf were also taught to use a finger alphabet. They used their fingers to make the letters of the alphabet. In this way, they spelled out words. Some deaf people could spell out words at a speed of 130 words per minute. Sign language and finger spelling are not used as much as they once were. Today, the deaf are taught to understand others by watching their lips. They are also taught how to speak.
46. In the 1700s, the deaf were taught ____.
A. to speak B. sign language C. to watch others D. move their fingers across their lips
47. A tap on the chin with three fingers means____.
A. “hello.” B. “come on.” C. “I have a toothache.” D. “my uncle.”
48. How did sign language help the deaf? A. It helped them learn to read.
B. The deaf could understand body movements made by normal people.
C. It helped them communicate with other people. D. It helped them spell out words.
49. Why are sign language and finger spelling not used as much as they used to?
A. Because there are other ways to help the deaf communicate.
B. Because it is difficult to use a finger alphabet.
C. Because the speed of 130 words per minute is too difficult for most deaf people.
D. Because sign language and finger spelling have no sound.
50. What is the main idea of the passage you’ve read?
A. How the deaf people communicate. B. Learning to spell.
C. Teaching the deaf to speak. D. A comparison of sign language and finger spelling
Answer:
46. In the 1700s, the deaf were taught B. sign language.
47. A tap on the chin with three fingers means D. “my uncle.”
48. How did sign language help the deaf?
C. It helped them communicate with other people.
49. Why are sign language and fingerspelling not used as much as they used to?
A. Because there are other ways to help the deaf communicate.
50. What is the main idea of the passage you’ve read?
A. How the deaf people communicate.
Explanation:
46. In the 1700s, the deaf learned sign language. We can see this when the text says, "The language they used was a language without sound. It was a sign language."
47. A tap on the chin with three fingers means my uncle. It was after the explanation of how body language works. After that, there are two examples: the first one describes the sign that meant you are not telling the truth, and the second example describes the sign for my uncle. The text says, -They might tap their chins with three fingers. This meant “my uncle”-
48. Sign language helped the deaf to communicate with other people. As it says at the beginning of the text, before the 1700s, deaf people could not communicate because they could not use spoken language. Then, with sign language, they could express themselves and interact with others.
49. Sign language and fingerspelling are not used as much as they used to because there are other ways for deaf people to communicate. These ways are: understand others by watching their lips and teach deaf people how to speak. The text says, "Sign language and fingerspelling are not used as much as they once were. Today, the deaf are taught to understand others by watching their lips. They are also taught how to speak."
50. The main idea of the text is how deaf people communicate. The text describes: how deaf learned sign language to express themselves, the use of fingerspelling, and the most common ways that deaf people use today to understand and to interact with others, which are watching the speaker's lips and learning how to speak. In conclusion, they are all ways that deaf people use to communicate.
How does the information complete the ideas in the text
Present perfect tenses. 1. My father (not/ play)…………………….…….. Any sport since last year. 2. Some people (attend).............................The meeting right now. 3. I'd better have a shower. I (not/have)………………………………one since Thursday. 4. I don't live with my family now and we (not/see)……..…………………each other for five years. 5. Where is your mother? She....................................................(have) dinner in the kitchen. 6. Why are all these people here? What (happen)..............................................................? 7. I………………….Just (realize)………….……... That there are only four weeks to the end of term. 8. She (finish) ……………………………..... Reading two books this week. 9. At present, he (compose)...................................................A piece of music. 10. We (have)..........................................................Dinner in a restaurant right now.
Answer: Please see explanation
Explanation:
Present perfect tenses is used to describe an event that happened in the past but having present consequences. This means that Present perfect tenses links the present and past
To represent the present perfect tense of any verb, the verb "to have" is combined with the past participle of the main verb of the sentence.
1. My father (not/ play)……has not played……………….……. Any sport since last year.
2. Some people (attend)...are attending..........................The meeting right now.
3. I'd better have a shower. I (not/have)……have not had…………………………one since Thursday.
4. I don't live with my family now and we (not/see)……..have not seen…………………each other for five years.
5. Where is your mother? She...is having.................................................(have) dinner in the kitchen.
6. Why are all these people here? What (happen).....has happened.......................................................?
7. I……have…………….Just (realize)…realized……….……... That there are only four weeks to the end of term.
8. She (finish) ………has finished……………………..... Reading two books this week.
9. At present, he (compose).......has composed............................................A piece of music.
10. We (have).......are having...................................................Dinner in a restaurant right now.
