Answer:
"A Thought of Columbus" is a poem written by Walt Whitman that reflects on the life and legacy of Christopher Columbus, the famous explorer who discovered America in 1492. In the poem, Whitman contemplates Columbus's journey and the impact it had on the world.
The poem is divided into two sections, the first of which is a description of Columbus's journey across the Atlantic. Whitman writes about the "rolling waves" and "roaring winds" that Columbus and his crew encountered on their journey. He also describes the sense of anticipation and wonder that must have accompanied them as they approached their destination.
In the second section of the poem, Whitman reflects on the legacy of Columbus's journey. He acknowledges the controversy and criticism that Columbus has faced in the centuries since his discovery, but ultimately celebrates him as a hero and a visionary. Whitman writes, "Great captain, now enter your ark... for you / The athwartships are steady... you softly and silently lower yourself... / Wary, a little tired, the laborers on the day's work done / Walk after you, singing patriotic songs, / As they go home and evening falls."
Overall, "A Thought of Columbus" can be interpreted as a celebration of exploration and discovery. Whitman sees Columbus as a symbol of the human desire to push beyond our current limits and discover new frontiers. At the same time, he acknowledges the complexities and controversies that surround Columbus and his legacy, but ultimately chooses to focus on the positive aspects of his journey and the impact it had on the world.
Explanation:
Write a multiparagraph essay that analyzes the shift in focus that occurs in paragraph 3 of the "Gettysburg Address"
and explains what Lincoln thinks is the task left to his hearers. Use evidence from the address to support your analysis.
Be sure to observe the conventions of standard English.
The essay has been written below
Shift in focus that occurs in paragraph 3 of the "Gettysburg Address"In his renowned "Gettysburg Address," President Abraham Lincoln undergoes an evident transition in focus during the third paragraph of his oration. Rather than solely paying tribute to those courageous soldiers who fell in battle, Lincoln summons the living to assume responsibility for perpetuating that for which the fallen defenders of freedom had given their lives.
Indeed, he articulates with clarity and candor that it is incumbent upon the living to ensure that "government of the people, by the people, for the people, shall not perish from the earth." Convinced that America represents a special democratic experiment on this planet, Lincoln contends that safeguarding this nation's vitality rests squarely with its citizens.
His declaration underscores his unflagging faith that America has an exceptional role to play as a model of democracy worldwide-which mandates each American contribute toward making that aspiration a reality.
Moreover, Lincoln stresses that if the present generation falters in carrying forward what others began at Gettysburg, then the losses suffered by prior generations will have been in vain.
He explicitly states: "It is for us, the living, rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced.".
By doing so, Lincoln forcefully and passionately impresses upon his listeners that time is precious, challenge is daunting, but duty cannot be procrastinated-literally calling upon every one to further the mission to achieve freedom and equality, the goals for which soldiers gave up their lives.
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One key difference between disciplinary literacy and content area literacy is disciplinary literacy focuses on:
Disciplinary literacy is an approach to teaching and learning that focuses on the practices of a specific field. It is student-focused, meaning it is designed to help students become part of a particular discipline.
It also emphasizes the development of skills and strategies that students can use to become effective readers, writers, and communicators in a specific field. This approach is different from content area literacy, which involves teaching literacy skills in the context of a specific content area, such as math, science, or history.
Content area literacy focuses on reading and writing activities that are related to the content being studied, such as reading and writing assignments in a science class.
In contrast, disciplinary literacy focuses on developing the skills and strategies that are specific to a particular discipline, such as understanding the language and conventions of a field, knowing how to ask questions and analyze data, and using evidence to support arguments.
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What miracle does Nora expect to happen?
Nora expects a miracle to happen in which a difficult or seemingly impossible situation is resolved in an unexpected and positive manner.
Nora responds to Mrs. Linde's inquiry about why Dr. Rank knows her name but Torvald does not by saying that she has spoken to Dr. Rank about Mrs. Linde and other old friends but not with her husband because of his resentment. It's obvious from Nora's casual description that what Nora and Torvald think of as love is actually control. When Nora and Mrs. Linde realise they won't be able to prevent Torvald from reading Krogstad's letter, Nora says this to Mrs. Linde. Torvald accepting responsibility for falsifying the loan documentation is the "miracle" Nora is referring to. Nora has complete faith that Torvald will make this sacrifice for her since he loves her as much as she has loved him.
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Why does Nora say he rlife has not always been easy?
The reason Nora says her life has not always been easy is likely due to various challenges and hardships she has faced throughout her life.
These may include personal struggles, financial difficulties, or emotional turmoil. By acknowledging the difficulties she has experienced, Nora is able to express her resilience and strength in overcoming these obstacles. Torvald, Nora's husband, and the culture he represents are the main targets in her battle against the self-centered, constricting, and oppressive views. Rising action Nora's initial chat with Mrs. Linde; Krogstad's visit and extortion of Nora; and Krogstad's delivery of the letter in which Nora is later revealed.
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In the first place, to make the poem or the novel the central concern of literary criticism has appeared to mean cutting it loose from its author and from the author’s particular hopes, fears, interests, conflicts, etc. A criticism so limited may seem bloodless and hollow.
In the second place, to emphasize the work seems to involve severing it from those who actually read it, and this severance may seem drastic and therefore disastrous. After all, literature is written to be read.
The formalist critic knows as well as anyone that poems and plays and novels are written as expressions of particular personalities and are written from all sorts of motives–for money, from a desire to express oneself, for the sake of a cause, etc. Moreover, the formalist critic knows as well as anyone that literary works are merely potential until they are read–that is, that they are re-created in the minds of actual readers, who vary enormously in their capabilities, their interests, their prejudices, their ideas. But the formalist critic is concerned primarily with the work itself. Speculation on the mental processes of the author takes the critic away from the work into biography and psychology. Such studies describe the process of composition, not the structure of the thing composed.
On the other hand, exploration of the various readings which the work has received also takes the critic away from the work into psychology and the history of taste. But such work, valuable and necessary as it may be, is to be distinguished from a criticism of the work itself. The formalist critic makes two assumptions: (1) that the relevant part of the author’s intention is what the author actually put into the work–that is, the critic assumes that the author’s intention as realized is the "intention" that counts. And (2) the formalist critic assumes an ideal reader–that is, instead of focusing on the varying spectrum of possible readings, the critic attempts to find a central point of reference from which to focus on the structure of the poem or novel.
There is no ideal reader, of course. But for the purpose of focusing on the poem rather than on the critic’s own reactions, it is a defensible strategy. (The alternatives are desperate: Either we say that one person’s reading is as good as another’s, and thus deny the possibility of any standard reading, or else we take the lowest common denominator of the various readings that have been made–that is, we frankly move from literary criticism into social psychology. To propose taking a consensus of the opinions of "qualified" readers is simply to split the ideal reader into a group of ideal readers.) As consequences of the distinction just referred to, the formalist critic rejects two popular tests for literary value. The first proves the value of the work from the author’s "sincerity" (or the intensity of the author’s feelings as he or she composed it). We discount also such tests as the intensity of the critic’s reaction.
A literary work is a document and as a document can be analyzed in terms of the forces that have produced it, or it may be manipulated as a force in its own right. It mirrors the past, it may influence the future. These facts it would be futile to deny, and I know of no critic who does deny them. But the reduction of a work of literature to its causes does not constitute literary criticism; nor does an estimate of its effects. Good literature is more than effective rhetoric applied to true ideas–even if we could agree upon a philosophical yardstick for measuring the truth of ideas and even if we could find some way that transcended nose counting for determining the effectiveness of the rhetoric.
Material used in this test passage has been adapted from the following source:
C. Brooks, The formalist critic. ©1951 by The Kenyon Review.
The author of the passage probably rejects the use of biography and psychology in literary criticism because these disciplines:
cannot provide any information about literature.
assume that the author’s intention as realized is the only intention that counts.
take into account the entire range of possible readings of a literary work.
focus on the process of literary composition and not on its product.
The author of the passage probably rejects the use of biography and psychology in literary criticism because these disciplines focus on the mental processes of the author and the history of taste, rather than the structure of the literary work itself.
According to the author, literary works are written as expressions of particular personalities, but the formalist critic is primarily concerned with the work itself and not with the author's intention or the process of composition.
The author argues that the relevant part of the author's intention is what the author actually put into the work, and an ideal reader is assumed to focus on the structure of the poem or novel rather than on the varying spectrum of possible readings.
Therefore, the author does not reject biography and psychology as disciplines, but rather as tools for literary criticism.
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Today is "National Hanging Out Day." Who do you like to hang out with and what do you like to do?
Write 3 paragraphs.
Which stage in the writing process is the best time for the teacher to confer individually with students who may need help using what they know to tackle the writing task?
The best stage in the writing process for a teacher to confer individually with students who may need help is during the drafting stage.
This is the stage where students are beginning to put their ideas onto paper and may struggle with organizing their thoughts or finding the right words to express their ideas. By conferring with the student at this stage, the teacher can provide guidance on how to use what they know to tackle the writing task effectively. The teacher can help the student brainstorm ideas, provide feedback on their writing, and offer suggestions for improving the writing. By doing so, the student is able to receive personalized attention and support that can improve their writing skills. This stage is critical because it sets the foundation for the rest of the writing process and ensures that the student has a solid understanding of the writing task at hand.
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What does Krogstad reveal about the bond used to secure the loan?
Krogstad reveals that the bond used to secure the loan is a forgery, as Nora Helmer, the borrower, falsified her father's signature on the document. This act of forgery could result in severe legal consequences for Nora if exposed.
In Henrik Ibsen's play "A Doll's House," Krogstad reveals that the bond used to secure the loan was forged. He tells Nora that he knows her husband Torvald did not sign the bond himself, and that Nora had signed it instead. This means that the loan was never legally binding, and Krogstad threatens to expose the forgery unless Nora convinces Torvald to allow him to keep his job at the bank. This revelation sets off a chain of events that ultimately leads to Nora's realization that she has been living in a stifling and oppressive marriage, and she decides to leave Torvald and strike out on her own.
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What does Krogstad ask that Nora do to prevent him from losing his job?
Krogstad asks Nora to influence her husband, Torvald, to keep Krogstad's job at the bank. He wants her to convince Torvald not to fire him and preserve his employment
Krogstad asks Nora to use her influence with her husband, Torvald, to ensure that he doesn't fire him from his job at the bank. He specifically requests that she convinces Torvald to let him keep his position at the bank, even though he's been previously dismissed due to a forgery incident. This is one of the key moments in Henrik Ibsen's play "A Doll's House," where the complex relationships and power dynamics between the characters are first revealed and the story's central conflicts begin to emerge.
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.
How does Torvald describe Nora talking about "scientific research?" Again, how does he think of her?
Torvald, Nora's husband, describes her talking about "scientific research" as charming and adorable. He thinks of her as a childlike creature who is naive about the world and its workings. Torvald believes that Nora's scientific research is merely a hobby, which she indulges in to amuse herself. He does not take her seriously as a researcher and views her pursuits as insignificant.
Torvald's condescending attitude towards Nora's interests reflects his patriarchal mindset, which deems women as incapable of intellectual pursuits. Nora's desire to engage in scientific research challenges Torvald's perception of her as a helpless, dependent wife.
Her curiosity and intelligence threaten his masculine identity, and he feels threatened by her independence. In short, Torvald's dismissive attitude towards Nora's scientific research reveals his sexist beliefs and his desire to control and dominate his wife.
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Read the words of Creon in Antigone, Part 2.
For anyonewho acts against the state, its enemy,I'd never make my friend. For I know wellour country is a ship which keeps us safe,and only when it sails its proper coursedo we make friends.
What is the effect of the metaphor in these lines?
The metaphor of the country as a ship emphasizes the importance of following the correct course of action for the good of the community.
It suggests that any action that goes against the state is akin to steering the ship off course, which could endanger everyone on board. The metaphor also underscores Creon's loyalty to the state and his belief that those who act against it are enemies, rather than friends. In the passage from Antigone, Part 2, the metaphor of the country as a ship creates a vivid image of stability and protection. The terms "wellour" and "coursedo" are likely typos and should be "well our" and "course do," respectively. The metaphor highlights the importance of maintaining a proper course, suggesting that loyalty to the state is crucial for the wellbeing of all citizens. This metaphor effectively conveys Creon's belief that anyone acting against the state is endangering the collective safety and unity.
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What makes a good parent?
Where do you see, or not see, these traits within "Eleanor and Park" and the characters?
How do you know they are, or are not, good parents?
(explanatory "essay" describing qualities that make a good parent. evaluate characters within "eleanor and park". text evidence to support claims. at least 3 body paragraphs.)
Qualities that make a good parent include being loving, supportive, patient, understanding, and providing guidance and discipline when necessary.
A good parent is someone who loves and supports their children unconditionally, provides them with guidance and discipline when necessary, and is patient and understanding with them. In "Eleanor and Park," Park's parents are shown to be supportive and understanding of their son's relationship with Eleanor, but also willing to set boundaries and provide guidance when needed. On the other hand, Eleanor's stepfather is abusive and neglectful, showing none of the qualities of a good parent.
This is demonstrated through the text, as Park's parents are shown supporting and accepting Eleanor, while Eleanor's stepfather is portrayed as abusive and neglectful, highlighting the negative effects of his actions on Eleanor's well-being. Overall, the novel emphasizes the importance of parental love and support in a child's life, and how it can positively impact their emotional and psychological growth.
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urgent help will get brainlist
To write this persuasive essay about The story of an Hour, you can say that this is a comment on all relationships and not feminist writing.
How to write the essayTo write this essay, you may begin by noting that the events of the story is obtainable in all relationships. The woman was initially grieved at the thought of her husband's death but later rejoiced when the visitors left. The reason was that her husband was not kind to her when alive.
In all relationships, there is a chance of not missing people who were unkind to us. So this story was about the oppression of women in the twentieth century.
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Hi! I really need some help with this. The prompt is attached. It can be very short. I'm just in a bit of a rush.
Tom Robinson, a 25-year-old African-American, was accused of sexually assaulting Mayella Ewell, who is Caucasian, in November of last year. Even though there was no physical proof and there were several witnesses, which included Tom himself, asserting his innocence, the jury found him culpable.
How to explain the informationThroughout the trial, Atticus Finch, a renowned lawyer from Maycomb, struggled to demonstrate Tom's blamelessness.
He revealed the discrepancies in Mayella's declaration and proffered evidence that implied her father, Bob Ewell, could be the true criminal. However, Attorney Finch's attempts were for naught, and ultimately Tom was condemned.
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When reviewing the content of your document, you should be concerned with
A) grammar and usage.
B) punctuation and spelling.
C) the accuracy and relevance of the information.
D) style and tone.
E) type styles and typefaces.
When reviewing the content of your document, you should be primarily concerned with the accuracy and relevance of the information. While grammar and usage, punctuation and spelling, style and tone, and type styles and typefaces are also important factors to consider, the content itself is the foundation of any document.
Without accurate and relevant information, the document loses its purpose and effectiveness. Therefore, it is essential to carefully review and revise the content to ensure that it is factually correct and directly relates to the intended audience and purpose of the document. This may involve conducting research to confirm the accuracy of the information or consulting with subject matter experts to ensure that the content is both relevant and timely. Once the accuracy and relevance of the content are established, attention can then be given to the other elements of the document, such as grammar and usage, punctuation and spelling, style and tone, and type styles and typefaces. These elements are important for enhancing the readability and professionalism of the document, but they should not overshadow the importance of the content itself.
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Read the passage from Little Women.
Beth said nothing ... while she resolved in her quiet little soul to be all that Father hoped to find her when the year brought round the happy coming home.
What does this passage reveal about Beth?
The passage reveals that Beth is a quiet and introspective person who is determined to become everything her father hopes for when he returns home.
She is a thoughtful and earnest individual who takes her responsibilities seriously and strives to meet the expectations of her loved ones.
Louisa May Alcott's novel Little Women tells the story of the four March girls as they make the transition to womanhood and struggle to conform to society's strict ideals of femininity in the midst of poverty. The story is set in 1860s Massachusetts during the Civil War and is loosely based on Alcott's own childhood.
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What did you learn about yourself as you worked through the To-Do List?
You should gain an awareness of the working environment and what employers anticipate from their employees through job experience. a chance to consider potential career paths. more self-awareness, maturity, independence, and self-assurance.
job experience is the knowledge an employee acquires while engaged in a particular line of work, industry, or profession (for instance, four years of practical experience in web marketing). Your chances of finding your dream job depend heavily on the work experience portion of your resume.
A job obligation is a statement of the overall responsibilities and demands of a current or former position. The goal of a job self-awareness summary is to demonstrate to an employer your career learnings and how they can apply to the new position you are looking for.
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It's 9:45 p. M. , and the ten o'clock local news is about to start. The show's producer gets a message that the downtown library is on fire. He sends a team to get the story about the fire. "We'll have to skip the human interest story about the dog rescue team," he says. Which term describes the editor's decision?
When the editor says, ""We'll have to skip the human interest story about the dog rescue team" . the term that describes the editor's decision is gatekeeping
It refers to the process of choosing, evaluating, and presenting information in the media. Editors decide what information to include in a news story, what sources to use, what angle to take, and how to frame the story. They decide which stories to pursue and which ones to ignore. In this case, the editor decided to skip the human interest story about the dog rescue team in order to cover the fire at the downtown library.
This is an example of gatekeeping, as the editor is making a decision about what information to present to the audience. Gatekeeping is an essential part of journalism, as it helps to ensure that the media provides accurate, relevant, and important information to the public.
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Answer:b bias
Explanation:
it’s biased
Match each point of view with its definition.
Match Term Definition
First person A) The narrator is part of the story and gives a personal account of what they are thinking and feeling.
Third person limited B) The narrator is not part of the story and explains what all the characters are thinking and feeling.
Third person omniscient C) The narrator is not part of the story and explains what one character is thinking and feeling.
First person: A) The narrator is part of the story and gives a personal account of what they are thinking and feeling.
Third person limited: C) The narrator is not part of the story and explains what one character is thinking and feeling.
Third person omniscient: B) The narrator is not part of the story and explains what all the characters are thinking and feeling.
~~~Harsha~~~
First person (A) is when the narrator is part of the story and gives a personal account. Third person limited (B) is when the narrator is outside the story and explains what all the characters are thinking and feeling. Third person omniscient (C) is when the narrator is also outside the story but focuses on one character's thoughts and feelings.
First person (A): The narrator is part of the story and gives a personal account of what they are thinking and feeling.
Third person limited (B): The narrator is not part of the story and explains what all the characters are thinking and feeling.
Third person omniscient (C): The narrator is not part of the story and explains what one character is thinking and feeling.
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BRAINLIEST AND 15 POINTS!How does an essential question fit into the research process?
The essential question guides the research topic
The essential question is a claim made about the research topic
The essential question provides answers about the research topic
The essential question is used in the conclusion to restate the purpose
The essential question provides answers about the research topic.
The key concept of your entire endeavor will be your essential question. What you want to learn throughout the research process is the subject of your important inquiry, which should be quite specific. A crucial query inquires about a point you can back up with proof. It is not only a factual assertion. Your own critical thinking and some prior reading should lead to a crucial question.
Essential inquiries are meant to stimulate additional inquiry into a certain topic. Instead of merely giving a factual response to the question, they're meant to start a discussion on the issue. Students are drawn into the sort of thinking needed to fully comprehend a subject by using essential questions.
Therefore, Option C is the correct answer.
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How does the light change in the scene between Dr. Rank and Nora?
The light in the scene between Dr. Rank and Nora changes subtly, reflecting the shifting emotions and dynamics between the two characters.
At the beginning of the scene, the light is bright and warm, indicating a sense of ease and comfort between them. However, as the conversation progresses and they delve into deeper topics, the light gradually dims, creating a more somber and serious atmosphere. This change in light underscores the weightiness of the conversation and the growing tension between the characters. In the scene between Dr. Rank and Nora, the light changes to reflect the emotional and thematic shifts in their conversation. As they discuss deeper topics and personal revelations, the lighting may become more intimate and subdued, highlighting the vulnerability and intensity of their interaction.
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63. What tone does the alliteration in lines 606-611 help convey?
In lines 606-611, the alliteration of "mournful melody" and "doleful dirges" helps convey a tone of sadness and sorrow. The repeated use of the "m" and "d" sounds creates a sense of melancholy and mourning, emphasizing the sadness of the situation being described.
Alliteration is a literary device that involves the repetition of consonant sounds at the beginning of words in a series or close proximity. This technique often contributes to the tone or mood of the passage. In some cases, alliteration can help create a playful, lighthearted tone, while in other instances, it can contribute to a darker, more somber atmosphere. The specific tone conveyed by the alliteration in lines 606-611 would depend on the context and content of the text you are analyzing.
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Is Torvald Helmer a deeply abhorrent character?
It can be argued that Torvald Helmer, the protagonist of Henrik Ibsen's "A Doll's House," is a deeply abhorrent character.
Throughout the play, Torvald is shown to be condescending, controlling, and dismissive towards his wife Nora. He constantly infantilizes her and sees her as a possession rather than an equal partner. His obsession with maintaining his reputation and social status causes him to prioritize appearances over his own family's well-being.
Additionally, he is hypocritical in his treatment of Nora, expecting her to adhere to strict societal norms while engaging in illicit affairs himself. Overall, Torvald's actions and attitudes towards Nora and women in general can be viewed as deeply problematic and unjustifiable.
However, it is also important to consider the societal norms and expectations of the time period in which the play is set, as these would have influenced Torvald's behavior.
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Compare and contrast the Turner Station that Skloot visited in 1999 with the Turner Station that Henrietta experienced as a young
woman.
In comparing the Turner Station that Skloot visited in 1999 with the Turner Station that Henrietta experienced as a young woman, there are notable differences in terms of infrastructure, socio-economic conditions, and racial segregation.
The Turner Station that Henrietta experienced as a young woman was a growing, predominantly African-American community that offered economic opportunities, particularly in the nearby factories. The area was segregated, with black residents having their own stores, churches, and schools. Life in Turner Station during Henrietta's time was characterized by a sense of community and close-knit relationships among neighbors.
In contrast, the Turner Station that Skloot visited in 1999 had experienced significant decline. The once-thriving factories had closed, leading to high unemployment rates and poverty. The infrastructure had deteriorated, with vacant buildings and crime becoming more prevalent. While racial segregation was no longer legally enforced, the socio-economic conditions had shifted, and the sense of community that once characterized Turner Station had diminished.
Overall, Turner Station had experienced a decline from Henrietta's time to Skloot's visit, with changes in the socio-economic landscape and racial dynamics impacting the community significantly.
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Consider the poems.
"She Walks in Beauty"
by George Gordon Byron
She walks in Beauty, like the
night Of cloudless climes and
starry skies; And all that's best
of dark and bright Meet in her
aspect and her eyes: Thus
mellowed to that tender light
Which Heaven to gaudy day
denies.
One shade the more, one ray
the less, Had half impaired the
nameless grace Which waves
in every raven tress, or softly
Sahtona ales hanfanar 14/ha
Mark this and return
An excerpt from "To
Helen"
by Edgar Allan Poe
Helen, thy beauty is to
me Like those Nicean
barks of yore, That
gently, o'er a perfumed
sea, The weary,
wayworn wanderer
bore To his own native
shore.
Which statement best describes the tone of the
poems?
On desperate seas long
wont to roam, Thy
hyacinth hair, thy
classic face, Thy Naiad
Lalon hava honlaht ma
01:56:07
Both poems are sorrowful, mourning lost loves.
Both poems are complimentary, paying tribute to
loved ones.
Both poems are nostalgic, remembering better
times.
Both poems are introspective, thinking about serious
situations.
what’s the answer ?
Both poems are nostalgic, remembering better times is presented in the poem. Thus, option A is correct.
According to Byron, a woman's inner glow amplifies the power of her exterior beauty. He likens her to the star-lit night sky, which is even more stunning is presented in the poem.
To Helen by Edgar Allan Poe is a remembering -heavy lyric that uses Helen of Troy to represent his affection for an older woman. Over the three stanzas of "To Helen," the speaker makes comparisons between Helen and her mom of a dear friend, Jane Stanard. Therefore, option A is correct.
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70. Beowulf summarizes his fifty year reign in lines 744-755. What ideals are reflected in his speech?
In lines 744-755 of Beowulf, the protagonist summarizes his fifty-year reign, reflecting ideals such as wisdom, integrity, and responsibility. Beowulf demonstrates his commitment to his people and their well-being, highlighting his role as a just ruler and emphasizing the importance of maintaining peace and stability in the kingdom.
In Beowulf's summary of his fifty-year reign in lines 744-755, several ideals are reflected. Firstly, he mentions his commitment to protecting his people from enemies and ensuring peace in his kingdom. This reflects the value of leadership and responsibility towards one's community. Additionally, Beowulf highlights the importance of maintaining one's honor and reputation, as he mentions his successes in battles and how he never gave up in the face of challenges. This reflects the value of courage and perseverance. Finally, Beowulf's speech also emphasizes the importance of gratitude and loyalty, as he thanks his people for their support and praises his fellow warriors for their bravery and loyalty in battle. This reflects the value of mutual respect and appreciation in a community.
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What Is an Interjection Word? Function, Examples, & Types
An interjection word is a type of word that is used to express a sudden or strong emotion, such as excitement, surprise, or anger.
The function of an interjection is to add emphasis or emotion to a sentence, and to convey the speaker's feelings in a more immediate and direct way. Examples of interjection words include "wow," "oh," "ouch," "hey," "ah," "oops," and "yikes." An interjection word is a part of speech that expresses a strong emotion or reaction, often used to convey surprise, joy, or other strong feelings. The function of an interjection is to convey these emotions spontaneously, without being grammatically connected to the sentence. Examples of interjection words include "Oh!", "Wow!", and "Ouch!".
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Who do Baloo and Bagheera plead to help them find Mowgli?
answer choices
A. Rann
B. Kaa
C. Father Wolf
D. Mother Wolf
Baloo and Bagheera plead to Kaa to help them find Mowgli in the book "The Jungle Book" by Rudyard Kipling. The correct option is B).
The English author Rudyard Kipling's collection of stories known as The Jungle Book. A small kid who gets lost in the jungle is the subject of the Mowgli tale. The small youngster was taken in by the wolf pack and given the name Mowgli. When the vicious tiger Sher Khan attacks Mowgli's town, he gets disoriented and flees into the woods. There, Mowgli met Baloo the sage bear, Bagheera the black panther, and the rest of his animal companions. Together, they went on numerous adventures. Mowgli eventually witnessed people, but he made the choice to avoid them and stay in the Jungle with Baloo, Baghera, and the rest of his animal companions.
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Indicate whether that sentence contains a dangling modifier (DM) or a misplaced modifier (MM).
1. The car on the bridge which is green is mine.
2. Expecting confusion, our plans were made.
3. Feeling hot, sweater were taken off.
4. I showed my dog to the veterinarian with the fleas.
5. Larry told me he as getting married that afternoon at night.
According to Douglass, what are the most important guarantees of the constitution
Douglass believed that the Constitution was a powerful tool for advancing the cause of freedom and equality, but only if its protections were enforced and upheld by the government and the American people.
Frederick Douglass was an African-American social reformer, abolitionist, orator, and writer who lived during the 19th century. He was a strong advocate for civil rights, and he was particularly interested in issues related to slavery and the Constitution of the United States.
In his speeches and writings, Douglass argued that the most important guarantees of the Constitution were those that protected individual rights and liberties. He believed that the Constitution's Bill of Rights, which includes the First Amendment's protections for free speech, religion, and assembly, as well as the Fourth Amendment's protections against unreasonable searches and seizures, were essential for ensuring individual freedom.
Douglass also believed that the Constitution's guarantees of due process and equal protection under the law were crucial for protecting the rights of minorities and marginalized groups. He argued that these protections were essential for ensuring that all individuals, regardless of their race, gender, or social status, were treated fairly and justly under the law.
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