Answer:
Specific
Explanation:
SMART goals are goals that are Specific, Measurable, Achievable, Relevant, and Time-bound.
Sanjeev remarks that “lately, he needs to state the obvious” to twinkle why does he feel the need to do this?
Answer: They both share a religion, but Sanjeev takes it more seriously.
Explanation: (took the k12 test, ur welcome)
Sanjeev feels the need to state the obvious to Twinkle because he might have observed a lack of understanding or miscommunication between them lately. By stating the obvious, he aims to ensure that they are on the same page and prevent any confusion or misunderstandings.
What does Sanjeev feel to do?Sanjeev remarks that "lately, he needs to state the obvious" to Twinkle. This implies that Sanjeev feels the need to point out things that should already be clear to Twinkle.
Sanjeev might feel the need to do this if Twinkle has been forgetful or if he thinks that she is not paying attention to important details. Alternatively, Sanjeev might be feeling frustrated with Twinkle or the situation they are in, which is causing him to state the obvious more frequently.
Ultimately, more information is needed to determine the exact reason why Sanjeev feels the need to state the obvious to Twinkle.
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identity each sentence below as either simple, compound, or complex. I will not just sit at the beach and wait for something worthwhile to come my way. type of sentence:
Two or more clauses of the same rank make up a compound sentence. Indicate whether the sentences that follow are basic, complex, or compound.
What distinguishes a sentence as simple, compound, or complex?A straightforward sentence only has one clause. One independent clause and one or more dependent (subordinate) clauses make up a complicated sentence. The word "compound" refers to a group of coordinated (independent) phrases.
What distinguishes compound complex sentences from compound complex sentences?In a compound sentence, a comma-conjunction connects two independent sentences. A compound-complex sentence has at least one dependent clause and two independent clauses that are separated by a comma.
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Which passage from the poem most strongly supports the correct answer to Question 5?
A. I know what loss smells like from a mile far,...
B. "Now honey, please fill out all these papers, / and don't forget to send us your story."
OC. "I am as much of a human as you are;/I brush my teeth, I sleep, I cry when hurt and bleed when/injured,"
D. "Still, some fear me, they call me names, they try to break / me, to wreck me, to ricochet me, but / my spine will keep mountains standing."
I know what loss smells like from a mile far,
The ScentThe scent of perfume lingers in the air.
A scent that is unrivalled in its subtlety.
It reminds me of a sweet memory, of times long gone but still complete.
The scent of roses in the breeze, lavender, and newly blooming trees.
Each fragrance tells a different story of love, loss, and ships at sea.
The musky fragrance of autumn leaves,
Warm, bold, and deep spices.
As winter approaches and the skies darken, it fills our hearts with warmth and cheer.
Fragrance is a magical thing, capable of bringing a smile to your face.
So close your eyes, inhale deeply, and let its sweet embrace begin.
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.
What is the passive voice of « somebody takes those chairs »
Answer:
Explanation:
The passive voice of the sentence "Somebody takes those chairs" is:
"Those chairs are taken by somebody."
In the passive voice sentence, the subject "somebody" becomes the agent of the verb "taken", and the object "chairs" becomes the subject of the sentence. The auxiliary verb "are" is used in the passive voice to indicate that the action is being done to the subject.
please HELP
the main idea of this reading passage is an example of which theme of pride and prejudice
-social
-family
-pride and prejudice
- relationship and individuals
But when this subject was succeeded by his account of Mr. Wickham--when she read with somewhat clearer attention a relation of events which, if true, must overthrow every cherished opinion of his worth, and which bore so alarming an affinity to his own history of himself--her feelings were yet more acutely painful and more difficult of definition. Astonishment, apprehension, and even horror, oppressed her. She wished to discredit it entirely, repeatedly exclaiming, "This must be false! This cannot be! This must be the grossest falsehood!"--and when she had gone through the whole letter, though scarcely knowing anything of the last page or two, put it hastily away, protesting that she would not regard it, that she would never look in it again.
In this perturbed state of mind, with thoughts that could rest on nothing, she walked on; but it would not do; in half a minute the letter was unfolded again, and collecting herself as well as she could, she again began the mortifying perusal of all that related to Wickham, and commanded herself so far as to examine the meaning of every sentence.
The main idea of the passage provided fro "Pride and Prejudice" is an example of the theme that gives the book its name, pride and prejudice, option C.
What is a theme?We define theme in literature as the underlying idea or message present in a literary work, to which the characters and events are all connected. The famous novel "Pride and Prejudice" has in its own title some of the themes used by the author. They are the ones that appear in the passage we are analyzing here.
At this point in the story, Mr. Darcy has written a letter to Elizabeth in which he tells her the true story of what happened between him and Mr. Wickham. Elizabeth struggles to accept the truth precisely because she is prejudiced against Mr. Darcy. She considers him to be exceedingly proud, which makes her doubt him and admire Mr. Wickham instead. But now, as facts are presented to her, she can no longer hide behind her prejudice against the man.
With that in mind, we consider option C the right answer.
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should we scoff of the idea
which statement best expresses the central idea of text
In this informational text, James Kuzner discusses humans' brain chemistry and stories of love and lust to explore the thinking of love at first sight. As you read, take notes on how the writer makes use of examples to give an explanation for love.
Is love at first sight an expression?The expression used to be used to carry romantic appeal and has for the reason that been used throughout a number of cultures and languages. It can be used to describe an on the spot enchantment to any individual or something. Love at first sight can also be interpreted as falling in love with any person upon assembly them for the first time.
The sentence in which the foremost thinking is mentioned is the topic sentence of that paragraph.
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Answer: The correct answer is most likely (D) "The Legendary Travels of Marco Polo."
Explanation:
Before voting, citizens should spend time learning about
issues and candidates.
Which key idea does the detail support?
Answer:
The key idea that the detail supports is that citizens should be informed and educated about the issues and candidates before casting their votes in any election.
The mysterious anxiety of them and is by Ben okri
2. What does the narrator do
when the people at the table
begin eating?
The narrator stops eating when the people at the table begin eating.
What does the narrator do when the people at the table begin eating?In the story "The Mysterious Anxiety of Them and Is" by Ben Okri, the narrator is attending a dinner party with a group of people who all seem to be anxious and uneasy. As they sit down to eat, the narrator notes that they all begin eating with a sense of urgency, as if they are afraid that the food will disappear if they don't eat it quickly enough.
However, the narrator himself feels a strange sense of anxiety and is unable to eat when the others do. Instead, he watches them eat and feels a growing sense of unease and discomfort. The reasons for this anxiety are not clear, but it seems to be connected to some kind of underlying tension or fear that is shared by all of the people at the table.
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write your magazine article . you must include the following
'what your school already does to help the environment .'
'details of your idea and how the other students can help.'
'how the whole school will benefit.'
write between 200 to 300 words
Answer:
Going Green: A New Initiative to Help the Environment
As we continue to grapple with the impacts of climate change, it's more important than ever for everyone to do their part to help the environment. Fortunately, many schools worldwide have taken steps to reduce their carbon footprint and promote sustainability.
At our school, we're proud of the efforts we've made so far. From recycling programs to energy-efficient lighting, we've already taken several steps to reduce our impact on the environment. However, we know that there's always more that we can do.
That's why we're excited to introduce a new initiative that we believe will help us become even more eco-friendly: a school-wide composting program. Composting is a natural process in which organic materials (such as food scraps and yard waste) are broken down into a nutrient-rich soil amendment. By diverting these materials from the landfill, we can reduce the amount of methane (a potent greenhouse gas) that is produced and create a valuable resource for our school garden.
Here's how it will work: every classroom will have a small bin for collecting food scraps and other compostable materials. These bins will be emptied into larger outside bins, which will be turned regularly to ensure proper decomposition. The resulting compost will be used in our school garden, which will provide fresh produce for our cafeteria and serve as a living laboratory for science classes.
We believe that this initiative will have a number of benefits for our school. First, it will help us reduce our carbon footprint by diverting organic waste from landfills. Second, it will provide valuable learning opportunities for students across grade levels. And finally, it will help us create a more sustainable and resilient community.
Of course, we can't do this alone. We need the support of every student, teacher, and staff member to make this program a success. We encourage everyone to bring in their food scraps and other compostable materials and to spread the word about this important initiative. Together, we can make a difference and help create a better future for our planet.
which line shows mary's perspective of grief from dialogue between mary, isabela and lupin
Mary: 'I'm so sad for your loss. Grief is a challenging experience. In the conversation between Mary, Isabela, and Lupin, this remark demonstrates Mary's perspective on mourning.
Given that Mary says she's never felt this much pain before, their relationship is probably marked by misery and pain. Sorrow is the reaction to loss, specifically the death of a person or other living thing to whom a link or affection was developed. Grief comprises physical, cognitive, behavioural, social, cultural, spiritual, and philosophical aspects in addition to its conventional focus on the emotional reaction to loss. Bereavement refers to the state of loss, and sorrow is the response to that loss, even though the phrases are frequently used interchangeably.
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Why do you think that Bryan Stevenson still continuously puts his all in representing his clients, despite the difficult setbacks?
In addition to advocating for the underprivileged and creating community-based reform lawsuits aimed at enhancing the administration of criminal justice, Bryan Stevenson helped cases to dozens of convicts.
According to Bryan Stevenson, how does a society's character get assessed?Bryan Stevenson, a renowned expert on criminal law, is quoted as saying: "In the end, you evaluate the character of a society not by how they treat their rich and powerful and the privileged, but by how they treat the poor, the convicted, and the incarcerated.
What is the point of Bryan Stevenson's book Just Mercy?Bryan Stevenson authored Just Mercy to draw attention to the issues with the criminal justice system, especially when the death penalty is applied. The Equal Justice Initiative was established in 1989 for the same objective, according to Bryan Stevenson.
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ILL GIVE 200 POINTS IF ITS DONE CURRENTLY
PLS HELPP ITS DUO TODAY!!
1. What is the purpose of each of the two political advertisements? What do the ads want you, the voter, to do, and how do you know that? What reasons do the ads offer in support of this purpose?
2. Describe the perspectives behind the two political ads. Then, for each ad, explain how its perspective leads to examples of bias.
3. Identify at least one example of pathos in either of the two advertisements. Explain how this appeal helps the campaign's purpose.
4. Identify at least one example of ethos in either of the two advertisements. Explain how this appeal helps the campaign's purpose.
5. Identify at least one example of logos in either of the two advertisements. Explain how this appeal helps the campaign's purpose.
6. Describe how either of the advertisements uses media other than the spoken word to be persuasive. Do these examples of media use pathos, logos, or ethos or a combination of appeals? Why?
7. Identify at least three rhetorical devices, such as analogy, juxtaposition, antithesis, zeugma, or figurative language, in either of the advertisements. Explain how these devices help each campaign's purpose.
Answer:
1. The purpose of each political advertisement is to persuade and encourage the voter to act in favor of a particular candidate or party. They do this by presenting their candidate or party in the best possible light, and providing reasons and evidence to support their argument.
2. The perspective behind the two political ads is that of their respective candidates or parties. In each ad, bias is shown through the selection of facts, emotional words, and persuasive methods that support their agenda.
3. An example of pathos in either of the two advertisements could be the use of emotional language or storytelling to evoke a response from the viewer. This appeal helps to convey the importance of the issue at hand and encourages viewers to take action.
4. An example of ethos in either of the two advertisements could be the inclusion of facts, figures, and expert opinion which establishes the credibility of the candidate or party and their stance on the issue. This appeal helps to demonstrate the candidate or party's competence and trustworthiness, and encourages viewers to trust them.
5. An example of logos in either of the two advertisements could be the use of logical arguments and evidence to support the candidate or party's position. This appeal helps to strengthen the candidate or party's argument and encourages viewers to agree with their reasoning.
6. Either of the advertisements might use media other than the spoken word to be persuasive. These examples of media can use appeals such as pathos, logos, or ethos, or a combination of these appeals. For example, the advertisement might use images and sound effects to create an emotional response in the viewer, or it might include statistics and logical arguments to make its point.
7. Examples of rhetorical devices in either of the advertisements could include analogy, juxtaposition, antithesis, zeugma, or figurative language. These devices help to strengthen the candidate's or party's message by making it more vivid and memorable. For example, analogies allow the viewer to relate to the message in a more personal way, while pictorial or metaphorical language can help to evoke strong emotions in the viewer.
Explanation: welcome bro
What does the excerpt hint about Mr. Brocklehurst's character?
Answer:
Readers can predict that Mr. Brocklehurst will continue to indulge himself and his family with luxuries, possibly at the expense of the students at Lowood, thereby foreshadowing Jane's grim future at the school.
Complete the text with the correct preposition :
Im peter an I live _ germany. _ summer I like to trevel _ Italy, because many people like there . Last summer I took a plane _ munich to rome . _ the airport we went to our hotel _ bus . We stopped _ a small restaurant for a quick meal . The driver parked the bus _ the restaurant nobrody could find the bus and the driver , so we waited _ the restaurant _ 1 hour . The driver was walking _ the small park _ the restaurant which we did not know . So me were very angry _ him . But my holidys were great . We sat _ compfires and went to dance .
Answer:
I'm Peter and I live in Germany. In summer I like to travel to Italy, because of the weather and the people there. Last summer I took a plane from Munich to Rome. At the airport we went to our hotel by bus. We stopped at a small restaurant for a quick meal. The driver parked the bus near the restaurant. Nobody could find the bus and the driver, so we waited at the restaurant for one hour. The driver was walking in the small park near the restaurant which we did not know. So we were very angry of him. But my holidays were great. We sat at campfires and went dancing in the early mornings.
Explanation:
Answer:
Im peter an I live in germany. During summer I like to trevel to Italy, because many people like there . Last summer I took a plane from munich to rome . From the airport we went to our hotel and bus . We stopped at a small restaurant for a quick meal . The driver parked the bus at the restaurant nobrody could find the bus and the driver , so we waited in the restaurant for 1 hour . The driver was walking to the small park at the restaurant which we did not know . So me were very angry with him . But my holidys were great . We sat at compfires and went to dance .
Explanation:
In a sentence that uses the active voice, the subject performs the action. In a sentence that uses the passive voice, the subject is the receiver of the action. True or false
It is true that in a sentence that uses the active vοice, the subject perfοrms the actiοn. In a sentence that uses the passive vοice, the subject is essentially the receiver οf the actiοn.
The active vοice makes the claim that the subject οf the sentence—either a thing οr a persοn—perfοrms the actiοn οf the verb. By using the passive vοice, the verb's actiοn is represented by the subject, whο, οr what is being acted upοn οr impacted. Several languages arοund the wοrld use the active vοice as a grammatical fοrm.
It is hence the unmarked vοice οf nοminative-accusative languages, such as English and the majοrity οf οther Indο-Eurοpean languages, fοr phrases cοntaining a transitive verb. Several languages use grammatical vοice cοnstructiοns called passive vοice cοnstructiοns. The grammatical subject expresses the tοpic οr patient οf the primary verb, i.e., the subject οf the actiοn, in a clause written in the passive vοice.
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Have you ever been under peer pressure? do you guys have a way to get out of it?
Answer:
can suggest that if someone is feeling pressured to do something they don't want to do, it's important to remember that they always have the right to say no and set their own boundaries. It's okay to stand up for oneself and make choices that align with their own values and beliefs, even if it means going against the wishes of others. Additionally, having a support system of friends and family who respect and encourage individuality can be helpful in resisting peer pressure.
Read the excerpt from "The Dew and the Bird by Alexander Posey. Then, answer the question that follows.
There is more glory in a drop of dew,
That shineth only for an hour,
Than there is in the pomp of earth's great Kings
Within the noonday of their power.
Select the statement that best explains the author's use of figurative language in the stanza above.
• Posey uses a simile to compare a king's short-lived power to a clock at noonday.
O Posey uses an allusion to teach the reader about the king's duties and power.
O Posey uses hyperbole to emphasize and exaggerate the magnificent beauty of nature in comparison to the power of kings.
• Posey uses meiosis to understate how he feels about nature and how unimportant it seems when compared to the power of a king
Posey emphasises and exaggerates the incredible beauty of nature in contrast to rulers' authority by using hyperbole.
In what bird is this poetry referencing?In the poem Dust and Snow, a crow is referred to as a bird. In this poetry, the poet uses the bird, a symbol of anything forbidden, gloomy, and black.
In the poem, what does the bird represent?In contrast to the cage, which stands for confinement or oppression, the bird is a sign of liberation or the desire to be free.
In Birdsong, what do birds represent?Examination of Birds as Symbols. In Sebastian Faulks' book Birdsong, birds are frequently mentioned. In addition to serving as a reminder of nature's indifference to human cruelty and inhumanity, they frequently stand for optimism and hope for the future.
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Posey uses hyperbole to emphasize and exaggerate the magnificent beauty of nature in comparison to the power of kings.
In ''excerpt for. What zoo critics don't understand'' how does Jack Hanna distinguish his position about animals in captivity from Dr. Jane Goodall's position about animals in. Captivity?
By highlighting the significance of providing animals in captivity with adequate care and enrichment, Jack Hanna sets apart his perspective on the issue of animals in captivity from that of Dr. Jane Goodall.
Dr. Goodall contends that animals should not be kept in captivity in the first place. While Goodall has stated that it is "not conceivable" to reproduce the natural surroundings of wild animals in captivity, Hanna thinks that zoos can be beneficial places for animals. Dr. Jane Goodall is opposed to the keeping of animals in captivity for whatever reason, but Jack Hanna thinks that imprisonment can be advantageous for animals. Hanna contends that keeping animals in captivity gives them safety from predators and poachers, as well as access to food, medical attention, and a secure environment.
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Debate in favour of topic - SHOULD PARENTS CONTROL THEIR CHILDREN'S ACTIVITIES ON SOCIAL MEDIA
the - Explain What is Assessment for Learning (3) Importance of this Assessment ( - Give examples on how you would Implement this in your learning Area (2)
Answer:
Assessment for Learning (AfL) is an approach to assessment that focuses on using assessment as a tool for learning and improvement. It involves collecting evidence of student learning throughout the learning process and using this information to adapt teaching and learning activities to better meet the needs of learners.
The importance of AfL lies in its ability to promote student-centered learning, increase student engagement, and improve student achievement. By providing ongoing feedback and opportunities for reflection, students are empowered to take ownership of their own learning and become more self-regulated learners. AfL also allows teachers to identify areas where students are struggling and adjust instruction to better support their learning needs.
In my learning area, which is mathematics, I would implement AfL in the following ways:
1. Formative assessments: I would use formative assessments such as exit tickets, quizzes, and homework assignments to gather data on student learning. This would allow me to quickly identify areas where students are struggling and provide targeted feedback and support.
2. Peer and self-assessment: I would encourage students to engage in peer and self-assessment activities, such as peer review of work or self-reflection on learning goals. This would help students to develop a deeper understanding of their own learning needs and provide opportunities for them to receive feedback from their peers.
Overall, implementing AfL in mathematics would help to create a more dynamic and engaging learning environment, while also providing students with the support they need to achieve their learning goals.
What evidence does the author use to support the faulty analogy in this excerpt?
College sports bring in significant revenue.
College athletes attract sponsors and crowds.
College sports are as important to colleges as bookstores are.
College athletes work as hard as those with campus jobs.
In this excerpt, the author's flawed analogy is supported by the following evidence: College sports are as important to colleges as bookstores are.
The quote from this excerpt's author that "Since students working in the school bookstore can get paid, there is no reason that the athletes should not be compensated as well" serves as proof of the faulty analogy.
This evidence suggests that the author is comparing the work of college athletes to the work of students who are employed in the campus bookstore. However, this is a faulty analogy because the work that college athletes do is not the same as the work that bookstore employees do.
While both groups may work hard and contribute to the college in different ways, the work that athletes do is unique in that it involves representing the college on a national level, competing against other colleges, and generating significant revenue through ticket sales, merchandise sales, and sponsorships. Therefore, the comparison between college athletes and bookstore employees is not a valid one, and the evidence that the author uses to support it is flawed.
The complete question is:-
Read the excerpt from Carlito’s letter to the editor.
College athletes should be paid for playing sports. They bring in revenue for their teams by attracting both sponsors and crowds. Shouldn’t the athletes get a share of this money? They must keep up their grades in addition to their many hours of training each day. If students working in the campus bookstore can get paid, there is no reason that the athletes should not be paid as well. The athletes are working as hard as—if not harder than—bookstore employees.
What evidence does the author use to support the faulty analogy in this excerpt?
College sports bring in significant revenue.
College athletes attract sponsors and crowds.
College sports are as important to colleges as bookstores are.
College athletes work as hard as those with campus jobs.
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What would be the best way to grow a stronger brain?
Answer: 8 ways to make your brain strong
1.Stay mentally active.
2. Exercise regularly.
3.Eat a healthy diet.
4.Get plenty of sleep.
5.Improve your blood pressure and cholesterol.
6.Maintain low blood sugar levels.
7.Care for your emotions.
8.Build social networks.
Explanation:
hope it helps
“Early school starts can turn teens into ‘zombies’” evaluate an author credibility and reasons
The credibility of the author who wrote the article that discusses how early school starts can turn teens into "zombies" can be evaluated based on their qualifications and expertise in the field of sleep and adolescent behavior.
The author's credentials should be checked, such as their education, previous work experiences, and affiliations with reputable institutions or organizations. Additionally, it is important to assess the sources of information cited in the article and determine whether they are reliable and credible.
The author's argument should be backed up by scientific evidence and studies conducted by reputable researchers. If the author presents a one-sided or biased view on the topic, it may indicate a lack of credibility.
Therefore, it is essential to consider the author's qualifications, sources, and objectivity when evaluating their credibility on the subject of early school starts and teenage behavior.
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Write a short memo made by an organization to its staff about maintaining non smoking zone
Answer:
To protect and enhance indoor air quality and contribute to the health and well-being of all employees and visitors, _______[insert organization name]____________ shall be entirely smoke free and vape free. This policy is effective immediately.
What suggests that Jourdan Duncan and Corporal Keffer continued to keep in touch?
Answer: its that one thing
According to the book ' Random family ' by Adrian Nicole Leblanc. We see how depression affected many characters in Random Family. Explain in detail how each character deals with their own depression.
"Random Family" shows how depression can be a pervasive and debilitating force in the lives of its characters, particularly those who are marginalized and struggling with poverty, addiction, and trauma.
In "Random Family" by Adrian Nicole Leblanc, depression is a pervasive theme that affects several of the book's central characters in different ways. Here are some examples of how some of the characters in the book deal with their depression:
Jessica: Jessica is a young woman who struggles with depression throughout the book. Her depression is rooted in her difficult upbringing, her strained relationship with her mother, and her experiences with poverty and drug addiction.
Cesar: Cesar is a young man who suffers from depression after being incarcerated for several years. He struggles with feelings of guilt and shame over his past mistakes, and he has a hard time adjusting to life outside of prison.
Boy George: Boy George is a young man who suffers from depression after being shot and paralyzed in a gang-related incident. He struggles with feelings of anger and frustration over his situation and has a hard time adjusting to life as a person with a disability.
Boy George: Boy George is a young man who suffers from depression after being shot and paralyzed in a gang-related incident. He struggles with feelings of anger and frustration over his situation and has a hard time adjusting to life as a person with a disability.
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if its done in 2 hours ill be really happy There was a candle by her bedside and she took it up and went softly out of the room. The corridor looked very long and dark, but she was too excited to mind that. She thought she remembered the corners she must turn to find the short corridor with the door covered with tapestry—the one Mrs. Medlock had come through the day she lost herself. The sound had come up that passage. So she went on with her dim light, almost feeling her way, her heart beating so loud that she fancied she could hear it. The far-off faint crying went on and led her. Sometimes it stopped for a moment or so and then began again. Was this the right corner to turn? She stopped and thought. Yes it was. Down this passage and then to the left, and then up two broad steps, and then to the right again. Yes, there was the tapestry door.
She pushed it open very gently and closed it behind her, and she stood in the corridor and could hear the crying quite plainly, though it was not loud. It was on the other side of the wall at her left and a few yards farther on there was a door. She could see a glimmer of light coming from beneath it. The Someone was crying in that room, and it was quite a young Someone.
So she walked to the door and pushed it open, and there she was standing in the room!
It was a big room with ancient, handsome furniture in it. There was a low fire glowing faintly on the hearth and a night light burning by the side of a carved four-posted bed hung with brocade, and on the bed was lying a boy, crying fretfully.
Mary wondered if she was in a real place or if she had fallen asleep again and was dreaming without knowing it.
The boy had a sharp, delicate face the color of ivory and he seemed to have eyes too big for it. He had also a lot of hair which tumbled over his forehead in heavy locks and made his thin face seem smaller. He looked like a boy who had been ill, but he was crying more as if he were tired and cross than as if he were in pain.
Mary stood near the door with her candle in her hand, holding her breath. Then she crept across the room, and, as she drew nearer, the light attracted the boy's attention and he turned his head on his pillow and stared at her, his gray eyes opening so wide that they seemed immense.
"Who are you?" he said at last in a half-frightened whisper. "Are you a ghost?"
"No, I am not," Mary answered, her own whisper sounding half frightened. "Are you one?"
He stared and stared and stared. Mary could not help noticing what strange eyes he had. They were agate gray and they looked too big for his face because they had black lashes all round them.
"No," he replied after waiting a moment or so. "I am Colin."
"Who is Colin?" she faltered.
"I am Colin Craven. Who are you?"
"I am Mary Lennox. Mr. Craven is my uncle."
"He is my father," said the boy.
"Your father!" gasped Mary. "No one ever told me he had a boy! Why didn't they?"
"Come here," he said, still keeping his strange eyes fixed on her with an anxious expression.
She came close to the bed and he put out his hand and touched her.
"You are real, aren't you?" he said. "I have such real dreams very often. You might be one of them."
Mary had slipped on a woolen wrapper before she left her room and she put a piece of it between his fingers.
"Rub that and see how thick and warm it is," she said. "I will pinch you a little if you like, to show you how real I am. For a minute I thought you might be a dream too."
"Where did you come from?" he asked.
"From my own room. The wind wuthered so I couldn't go to sleep and I heard someone crying and wanted to find out who it was. What were you crying for?"
"Because I couldn't go to sleep either and my head ached. Tell me your name again."
"Mary Lennox. Did no one ever tell you I had come to live here?"
He was still fingering the fold of her wrapper, but he began to look a little more as if he believed in her reality.
"No," he answered. "They daren't."
"Why?" asked Mary.
"Because I should have been afraid you would see me. I won't let people see me and talk me over."
"Why?" Mary asked again, feeling more mystified every moment.
"Because I am like this always, ill and having to lie down. My father won't let people talk me over either. The servants are not allowed to speak about me. If I live I may be a hunchback, but I shan't live. My father hates to think I may be like him."
In a paragraph of 5–7 sentences, respond to the following questions:
What type of conflict is present in the passage?
What do you learn about Mary, the protagonist?
In this passage, how do direct and indirect characterization help to develop the conflict?
Use complete sentences, your best writing skills, and details from the passage to support your response.
its Langauge arts is the subject
In this passage, the conflict present is primarily internal, as both Mary and Colin struggle with feelings of fear, curiosity, and isolation.
We learn that Mary is an inquisitive and determined character who is willing to explore her surroundings despite her fears. She has recently come to live at her uncle's estate and is trying to make sense of her new environment.
Direct characterization provides explicit information about the characters, such as Mary being described as having a "woolen wrapper" and the boy, Colin, having a "sharp, delicate face the color of ivory."
Indirect characterization is demonstrated through the characters' actions, thoughts, and dialogue, which helps to reveal their emotions and internal struggles. For instance, Colin's fear of being seen and his worry about becoming a hunchback hint at his insecurities and the effect his illness has had on him.
Both direct and indirect characterization contribute to the development of the conflict by illustrating the emotional state of the characters and their shared sense of isolation, ultimately bringing them together in this mysterious encounter.
For more question on isolation
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a benifit
to the medium the author choose is that the audience
Answer:
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Explanation:
The question doesnt seem to make sense.
Identify two resources or brainstorming methods which can help a researcher identify relevant synonyms.
Here are two resources/methods that can help a researcher identify relevant synonyms:
Thesaurus: A thesaurus is a reference work that lists words grouped together according to similarity of meaning. Using a thesaurus can help a researcher identify synonyms that are relevant to their research topic. Online thesauruses like Thesaurus.com or Merriam-Webster's Thesaurus can be helpful in identifying synonyms.
Brainstorming with peers or experts: Brainstorming with peers or experts in the field can also help a researcher identify relevant synonyms. By discussing the topic with others, the researcher may gain new perspectives and insights that can help identify relevant synonyms. Additionally, brainstorming with others may lead to the discovery of new words or phrases that are relevant to the topic.