HELP!!! *ASAP* Read the paragraphs.

The concerns about sending people to Mars are definitely worth considering. For one thing, the mission will cost billions of dollars. This would be a huge additional cost at a time when national debts continue to skyrocket. Also, that money could help fix problems here on Earth.

Mars may have valuable resources. The Earth’s resources are already starting to dwindle, and our population continues to grow. Finding resources on Mars could provide much-needed relief for the overstressed ecosystems of Earth.

What is the best way to connect the paragraphs?

deleting the last sentence of the first paragraph
deleting the first sentence of the second paragraph
adding a transition at the beginning of the second paragraph
adding another sentence with evidence at the end of the first paragraph

The best way to connect the paragraphs is by adding a transition at the beginning of the second paragraph to smoothly introduce the new topic.

The best way to connect the paragraphs would be to introduce a transition at the start of the second paragraph. The reader would be smoothly transitioned from the worry about the expense of sending people to Mars to the potential advantages of finding valuable resources there with the use of a transitional phrase like "Furthermore" or "In addition."

The idea that the exploration of Mars may not only incur significant costs but also provide potential solutions to the Earth's declining resources and expanding population is demonstrated by this transition, which helps create a logical flow between the ideas. By using a transition, the author can lead readers through the related ideas and emphasize how crucial it is to take into account both sides of the Mars mission debate.

learn more about reader here

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Which question helps you determine a writer's opinion rather than his or her perspective?
1. What personal experiences are described in the essay or article?
2. What does the writer want me to think, believe, or do?
3. What other topics and issues has this writer researched?
4. What is the writer's qualifications for writing about the issue?

Identify the following verbs by number and person by checking the appropriate boxes.

He for the bus each day after school.
(MULTIPLE CHOICE)
second person
same form for both singular and plural
first person
third person
singular (only)
plural (only)

In paragraph 1 of selection 2, the use of quotation marks with the word " dangers " presents the author’s tone as
A)concerned.


B)indifferent.


C)questioning.


D)sarcastic.

(the paragraph)
When crime spikes in a city, one of the first things local governments propose is enforcing a teen curfew. Officials often use emotional arguments that teens either aren’t safe at night or are causing trouble. A curfew, they say, will help reduce crime and save children from all sorts of “dangers.”

will give brainlest excerpt from Bird Thoughts
Traditional

By: Traditional
I lived first in a little house,
And lived there very well;
I thought the world was small and round,
And made of pale blue shell.

I lived next in a little nest,
Nor needed any other;
I thought the world was made of straw,
And brooded by my mother.

One day I fluttered from the nest
To see what I could find.
I said, “The world is made of leaves;
I have been very blind.”

At length I flew beyond the tree,
Quite fit for grown-up labours.
I don’t know how the world is made,
And neither do my neighbours!
What is the main image in the first stanza?

A) an unborn chick nestled inside an egg
B) a baby bird living happily in a straw nest
C) a curious bird checking out the leaves of a tree
D) a bird trying out new wings and seeing the world for the first time

Determine whether the prepositional phrase in the sentence below is functioning as an adjective or an adverb.

Some Native Americans travelled from place to place .
a.
adjective phrase
b.
adverb phrase


Please select the best answer from the choices provided

A
B

Read the following passage written by a teen hero:

I want to be a vocal advocate for nature.
I reject the idea that I am too young to make a difference.
I recently helped a group with a river cleanup.
I was mortified to see the destruction of animals and plants.
When I got home, I composed a letter to my state politicians and asked them to allocate more money to the local river cleanup effort.
I believe my vocation is to help citizens see that we are at a junction.
We can decide to subject nature to abuse, or we can decide to be a benefactor to nature.
I won't let obstacles detract from my mission.


In sentence 4, the root in the word "mortified" means
frustration
death
disappointment
sadness

Change the present tense stem form of the following verbs to the third person singular "s" form of the verb.

carry

If you don’t keep me, I’ll break. What am I?
This is easy

Give an example of an ethnic and the instrument associated with it

Passage 2: "Columbus"
Behind him lay the gray Azores,


Behind the Gates of Hercules;


Before him not the ghost of shores;


Before him only shoreless seas.


5 The good mate said: "Now must we pray,


For lo! the very stars are gone.


Brave Adm'r'l, speak; what shall I say?"


"Why, say, 'Sail on! sail on! and on!'" "My men grow mutinous day by day;


10 My men grow ghastly, wan and weak."


The stout mate thought of home; a spray


Of salt wave washed his swarthy cheek.


"What shall I say, brave Adm'r'l, say,


If we sight naught but seas at dawn?"


15 "Why, you shall say at break of day:


'Sail on! sail on! sail on! and on!'"


They sailed and sailed, as winds might blow,


Until at last the blanched mate said:


"Why, now not even God would know


20 Should I and all my men fall dead.


These very winds forget their way,


For God from these dread seas is gone.

Now speak, brave Adm'r'l, speak and say"-


He said: "Sail on! sail on! and on!"

25 They sailed. They sailed. Then spake the mate:


"This mad sea shows his teeth to-night.


He curls his lip, he lies in wait,


He lifts his teeth, as if to bite!


Brave Adm'r'l, say but one good word:


30 What shall we do when hope is gone?"


The words leapt like a leaping sword:


"Sail on! sail on! sail on! and on!"


Then, pale and worn, he kept his deck,


And peered through darkness. Ah, that night


35 Of all dark nights! And then a speck-

A light! A light! At last a light!


It grew, a starlit flag unfurled!


It grew to be Time's burst of dawn.


He gained a world; he gave that world


40 Its grandest lesson: "On!


In the Passage 2, which word supports the possibility that the sailors are losing faith in Columbus?


“mutinous” (line 9)


“ghastly” (line 10)


“swarthy” (line 12)


“blanched” (line 18)

Judy Blume's career as an American writer spans four decades and includes many literary awards. She is most famous for her novels geared toward pre-teens. One notable example is Tales of a Fourth-Grade Nothing. However, Blume also has had success writing for an adult audience. Three of her novels for adults reached the New York Times best-seller list. In a 2008 interview Blume remarked, "I have so many stories left to tell!" By that time she had written nearly 30 novels. Judy Blume an exceptionally talented and productive American author.

Which of the following statements supports the main idea in this paragraph?

Blume only publishes books that she expects will win awards.
Blume prefers to write novels for adults rather than pre-teens.
Blume has had an extremely and uncommonly long writing career.
Blume is a gifted writer who can write for children as well as adults.

What is always in front of you but can’t be seen?

HAHA *Antonio crying in laughter* ''Stop Driving so fast'' said Fernanda ''yes please Stop It were going to end up crashing'' Catalina said to Antonio. He Yelled back '' NO WERE NOT CAN YALL JUST STOP TALKING SO I CAN CONCENTRATE!! '' Well why are you RACING this guy anyways if we do end up crashing all he is going to do Is Leave us here dead'' * '' Oh I'm so scared were going to crash'' Antonio muttered under his breath looking at Catalina in the back seat

'' YO WATCH OUT'' *Screamed Fernando*

*Skrrr* *crash*

( 5 MINUTS LATER )

( Crawling out the flipped Damaged car ) *Screaming & Crying in Terrier* ''HURRY CALL THE POLICE'' Said Catalina ''OK '' ( Yelled the man Across the street while watching Catalina get out the car hurting ) *Typing on phone* ''Hello 911 What's Your're Emergency'' ''YESS WE NEED THE AMBULENCE HERE NOW ON *BEAR CREEK STREET 8564 THERE WAS A HUGE ACCIEDENT '' Ok Sir Please Calm Down The Police and Ambulance Are On Their Way now what happened is there anyone hurt? Asked the Lady. ''YES THERE IS THERE ARE BROKEN PIECES'S OF CAR EVERYWHERE AND THERE ARE TEEN'S IN THERE, AND THERE IS ALSO GIRL THAT IS HURT''. ''Ok'' were you there when the Accident Occurred '' No I wasn't I just came out to take the trash out'' Ok and where are you''? Umm I'm at the Gas Station'' *Police And Ambulance Siren's* ( Rushing Down The Street ) . The Police are here * Hangs up*

*Man Running to the Police Car* ! HELP THERE ARE SOME TEENAGERS IN THAT

CRASHED CAR SITTING ON THE SIDE OF THE ROAD AND A GIRL SHE'S HURT! *Police Hops out the car* ''Ok let me deal with this * Clicks on Flashlight*.

It was below 50 degrees Outside and the Street was frozen

It makes Driving sound like limbs of a tree Crackling.

Have you ever had something happen without Being Planned? Or something not Being Known before it happens. Like a Feeling That you feel like something Bad Is Going To Happen.

''I could feel the pain in my right leg, my Body shaking and trembling while I try to talk to the police scared about what to tell him and how my parent's will react with my behavior and why I was out here this late out with my friend's what am I even going to tell their parent's that their Daughter's and son's died all just because I wanted to sneak out and have fun.

Hello this was a Narrative Process Piece Hope You Enjoy Reading *Tell me if You Need Me To Change Anything

What are Miss Thomas and Mr. Calloway arguing about before Bud gets to the breakfast table?

A. What they are going to do for the day.

B. What to eat for breakfast.

C. Bud working for them.

D. Bud staying with them and helping them out.

I NEED HELP FAST NO MORE THEN 10 MINUTES


THE MATCH

(this is the bolded paragraph)There never was a time when the world was without fire, but there was a time when men did not know how to kindle fire; and after they learned how to kindle one, it was a long, long time before they learned how to kindle one easily. In these days we can kindle a fire without any trouble, because we can easily get a match; but we must remember that the match is one of the most wonderful things in the world, and that it took men thousands of years to learn how to make one. Let us learn the history of this familiar little object, the match.

Fire was first given to man by nature itself. When a forest is set on fire by cinders from a neighboring volcano, or when a tree is set ablaze by a thunderbolt, we may say that nature strikes a match. In the early history of the world, nature had to kindle all the fires, for man by his own effort was unable to produce a spark. The first method, then, of getting fire for use was to light sticks of wood at a flame kindled by nature—by a volcano, perhaps, or by a stroke of lightning. These firebrands were carried to the home and used in kindling the fires there. The fire secured in this way was carefully guarded and was kept burning as long as possible. But the flame, however faithfully watched, would sometimes be extinguished. A sudden gust of wind or a sudden shower would put it out. Then a new firebrand would have to be secured, and this often meant a long journey and a deal of trouble.

In 1827, John Walker, a druggist in a small English town, tipped a splint with sulphur, chlorate of potash, and sulphid of antimony, and rubbed it on sandpaper, and it burst into flame. The druggist had discovered the first friction-chemical match, the kind we use to-day. It is called friction-chemical because it is made by mixing certain chemicals together and rubbing them. Although Walker's match did not require the bottle of acid, nevertheless it was not a good one. It could be lighted only by hard rubbing, and it sputtered and threw fire in all directions. In a few years, however, phosphorus was substituted on the tip for antimony, and the change worked wonders. The match could now be lighted with very little rubbing, and it was no longer necessary to have sandpaper upon which to rub it. It would ignite when rubbed on any dry surface, and there was no longer any sputtering. This was the phosphorus match, the match with which we are so familiar.


Which line from the bolded paragraph shows the value of the match?
…but there was a time when men did not know how to kindle fire
…it was a long, long time before they learned how to kindle one easily
There never was a time when the world was without fire
In these days we can kindle a fire without any trouble, because we can easily get a match

Assignment: 01.04 How Theme Develops Details Please follow the directions as indicated in the lesson. Due Date N/A Points Possible 100 Course Contribution 100 Submissions Allowed 3 Submission Number 0 Student comments GUYS ALL IT ASKING IS HOW THEME DEVOLVES HELP

List one advantage and one disadvantage to a daily planner Advantage: Disadvantage:

PLEASE HELP
(Its not that hard)

URGENT!!!!!!
Add a prefix to the root word in parentheses to make a word that will complete the sentence.

(duct- a locked root meaning to lead) I will the orchestra.

What is better?
A) Online School
B) School (actual school)
C) No School

What change in Dave leads to the story’s resolution?

a
He starts going to parties.
b
He starts wearing nice clothes.
c
He stops caring what people think.
d
He stops doing nice things for others.

The Help
When Minny calls Aibileen, what did Aibileen say about what Skeeter asked her?

Choose one of the topics in the photo to write a tiny story about (max 30 words). Please help!

In her essay "Buying Grades," Madison Garner argues that parents should reward their students when they get good grades. What is most likely the author's purpose for writing this text? A. To entertain with a story about how her parents rewarded her with money each time she got an A B. To persuade parents to offer reasons to encourage their children to work hard in school C. To inform readers about the types of rewards parents can give their children when they do well in school D. To persuade school board officials to give cash bonuses to kids who graduate from high school

In a short essay response of at least seventy-five words, explain what it means to analyze a piece of fiction. Your answer should include specific examples of how to go about forming an analysis.
i dont understand

In Passage 1, how does Mrs. Reed respond to Jane’s outburst at the beginning of the excerpt?


A)as though she is a child


B)like she is a wounded animal


C)like she is an adult adversary


D)as though she is an adult friend


(the PAragrap)
In this section from the end of Chapter 4, Jane Eyre is still a child and is taking leave of her guardian, Mrs. Reed, who has treated her with great unkindness.

1 I gathered my energies and launched them in this blunt sentence—

2 “I am not deceitful: if I were, I should say I loved you; but I declare I do not love you: I dislike you the worst of anybody in the world except John Reed; and this book about the liar, you may give to your girl, Georgiana, for it is she who tells lies, and not I.”

3 Mrs. Reed’s hands still lay on her work inactive: her eye of ice continued to dwell freezingly on mine.

4 “What more have you to say?” she asked, rather in the tone in which a person might address an opponent of adult age than such as is ordinarily used to a child.

5 That eye of hers, that voice stirred every antipathy I had. Shaking from head to foot, thrilled with ungovernable excitement, I continued—

6 “I am glad you are no relation of mine: I will never call you aunt again as long as I live. I will never come to see you when I am grown up; and if any one asks me how I liked you, and how you treated me, I will say the very thought of you makes me sick, and that you treated me with miserable cruelty.”

7 “How dare you affirm that, Jane Eyre?”

8 “How dare I, Mrs. Reed? How dare I? Because it is the truth. You think I have no feelings, and that I can do without one bit of love or kindness; but I cannot live so: and you have no pity. I shall remember how you thrust me back—roughly and violently thrust me back—into the red-room, and locked me up there, to my dying day; though I was in agony; though I cried out, while suffocating with distress, ‘Have mercy! Have mercy, Aunt Reed!’ And that punishment you made me suffer because your wicked boy struck me—knocked me down for nothing. I will tell anybody who asks me questions, this exact tale. People think you a good woman, but you are bad, hard-hearted. You are deceitful!

In her article "Tweens in the Kitchen: Teaching Your Big Kid to Cook," Jolène Bouchon suggests parents show tweens how to cook because it teaches them how to make healthy food choices, eat on a budget, and develop independence. What is most likely the author's purpose for writing this text? A. To persuade parents that tweens should learn to cook B. To persuade the reader to purchase a cookbook for tweens C. To entertain readers with a personal story about a cooking adventure D. To inform readers about the advantages of healthy eating and exercise

Please help!!!!

You are the storyteller! Believe it or not, your day-to-day activities are the makings of a wonderful story. What words would you choose to describe your day? What information and evidence can you recall that could inspire your word choice? Let the reader feel what it is like being you.

Passage 1: Excerpt from Will Yellow School Buses Soon Become Rolling Ads?
1 Tight school budgets could soon translate into Missouri school districts’ selling ad space on yellow school buses.



2 Missouri state Rep. T.J. Berry, R-Kearney, says his bill—HB 224—isn’t a cure-all by any stretch. But legalizing ads inside and outside the buses would give school districts one additional way to raise money in these tough times.



3 “Every single school district has had to deal with budget concerns,” Berry said last week. “And generally speaking, the way they have had to deal with those has been cuts or tax increases.”



4 The school bus is something that is already out there and paid for, he said. His bill would permit districts to generate a modest stream of income from their buses.



5 Few question the need for finding additional funds when it comes to educating children, but at least two groups think the school bus exteriors should remain ad-free.



6 “There is no such thing as free money,” said Josh Golin, associate director for the Campaign for a Commercial Free Childhood. “There are real costs to this: the price of selling out your students to advertisers.”



7 Students don’t need the first and last message they receive from their schools each day to be advertisements, Golin said. Students boarding a bus are certainly a captive audience.



8 The National Association of State Directors of Pupil Transportation Services opposes advertising on safety grounds. Obscuring the recognizable school-bus yellow exterior with ads and distracting other drivers “present a safety problem around school buses that cannot be ignored,” the group said in its position paper.



9 National studies have shown that anything that diverts a driver’s attention from the road can pose a hazard, opponents say.



10 “And a big yellow bus doesn’t distract?” Berry asked.



11 Several years ago in Indiana, a Department of Education lawyer suggested that allowing advertisements on buses would invite First Amendment challenges by spurned advertisers, the group noted.



12 Berry said the bill would limit the types of advertising that would be allowed.



13 The regulations would prohibit ads that contain obscene or sexual material, or messages associated with gambling, tobacco products, alcohol, and political campaigns or causes. The ads could not promote drug use or “any illegal activity or antisocial behavior.” They can’t contain “harmful, discriminatory, false, misleading or deceptive” messages.



14 “There are a lot of safeguards being built in,” he said.



15 Berry emphasized that the space reserved for the ads would be “very limited,” meaning toward the back of the bus.



16 By 2012, nine states—Arizona, Colorado, Massachusetts, Nevada, New Jersey, New Mexico, Tennessee, Texas and Utah—permitted advertising on the exterior of school buses, according to the Campaign for a Commercial-Free Childhood. Several, including Missouri, considered it last year.



17 The bill made it out of the Missouri House last year but did not clear the Senate, Berry said. He acknowledged that the idea was “very controversial.”

(questions)
In Passage 1, how does the author compare the issues of tax increases and advertising on buses?


A)They are both actions that require safeguards.


B)They are both issues of controversy in school districts.


C)They are both possible approaches to dealing with budgetary concerns.


D)They are both present problems that cannot be ignored by state representatives.

Select the correct answer.
Which of these lines is used as an aside?
A.
"Suddenly a chain reaction of gagging and screaming starts from the back of the line."
B.
"(in a falsely cheerful voice) We are now ready to board for Flight 5B."
C.
"I'm very sorry, sir, but you cannot get on the plane with those."
D.
"Someone needs to tell that to the little guy draped around her neck."