NOT YOU PUTTING UP LYRICS FOR MY BOO ON BRAINLY AHVSJDH
Dang, and the thing is they haven't deleted this... o-O
Fill in the sentence with the correct form of the underlined word.
We took a vote to elect our class president.
We had an _________
Answer:
election
Explanation:
What can readers infer from this description of Gatsby’s parties?
A. His parties are lavish and extravagant.
B. He spares no expense for his parties.
C. It is a fancy affair one would dress up for.
D. All of the above
Question 2:
Why do you think the author decided to have Gatsby formally invite Nick through a chauffeur rather than Gatsby personally inviting him?
A. To prove that Gatsby is not a caring person.
B. To add more mystery about Gatsby’s character
C. To show that Gatsby is a busy man.
D. To prove Gatsby’s wealth and power.
Question 3
What evidence proves the answer to the previous question?
A. "I had been actually invited."
B. "...the honor would be entirely Gatsby’s, it said, if I would attend his 'little party' that night."
C. "Sometimes they c
Answer:
No. 1:
A. His parties are lavish and extravagant
No. 2:
B. To add more mystery about Gatsby’s character
No. 3:
C. Sometimes they came and went without having met Gatsby at all, came for the party with a simplicity of heart that was its own ticket of admission.
Explanation:
What the readers can infer from this description of Gatsby’s parties is that "his parties are lavish and extravagant". The author describes the atmosphere to be elegant and extravagant. There's lots of music and dancing. It tends to symbolize the shallowness of the upper class.
The author decided to have Gatsby formally invite Nick through a chauffeur rather than Gatsby personally inviting him - this adds more mystery about Gatsby’s character. In the story, people that came for the party do not easily locate their host. This shows a mysterious part of Gatsby's character.
"The Great Gatsby" is a story by F. Scott Fitzgerald. The story tells of a man whose life was ordered by his desires.
analyze the way that dante introduces the character of virgil in canto I. Examine how the choices he makes introducing the character in this way affect the readers veiw of virgil. Be sure to use specific details from the text to support your answer.
can anyone help me i’m stuck!?!?
Answer:
Explanation:
Virgil was introduced as the perfect guide, the poet Virgil represents wisdom. Dante believes that the high morals and ethics of Virgil has not been appreciated in his time. Dante looks up to Virgil.
The readers can view Virgil as Dantes master, because Virgil always looks out for Dante's welfare. He can also be seen as the perfect guide for Dante. This is evident in the text where; "Dante begins to feel hopeless in his plight, a figure approaches him. At first Dante is afraid but then implores it for help. whether it be man or spirit. it answered:"not a man now, but once i was." It is the shade of Virgil who wrote the Arneid and lived in the times of the "Lying and false gods." Dante sees Virgil as his master and the inspiration for his works.
Which monarch was the target of the Gunpowder Plot? answer is James I ;D
Answer:
king james the l
Explanation:
Answer:
the right answer is James I.
When Proctor forgets the adultery commandment, it is an example of irony. What is the purpose of the irony in this scene?
Answer:
In 'The Crucible,' the purpose of irony in Proctor forgetting the commandment against adultery is to emphasize the idea to the readers in understanding the difference between the expectations and the reality/outcome as he actually didn't apply that commandment in his life. He had a love affair with Abigail and therefore, he pretends that he does not remember the commadment preaching not to commit adultery which conveys the readers the distinction between his words and actions.
What elements of a novel should you review to generate questions for a collaborative discussion
Answer:
Review the intro: Settings, characters and their traits.
Review the middle: Problems, Pressures.
Review the end: Solutions, Themes, and Lessons
Explanation:
review it Answer:
Explanation:
The thesis statement of a strong compare-and-contrast essay should combine
two relevant details and the main topic.
O the writer's viewpoint with a summary of the details.
O the writer's observations with a viewpoint.
the topic with the writer's viewpoint.
Answer:
The Answer is D: the topic with the writer's viewpoint.
Explanation:
The thesis statement of a strong compare-and-contrast essay should combine the topic with the writer's viewpoint, in order to become the first part of the essay.
The thesis statement of a strong compare-and-contrast essay should combine the topic with the writer's viewpoint.
What is a thesis statement?A thesis statement is known to be a kind of sentence that tells one about the central or key idea of a passage.
Note that it makes one to be able to control the ideas that are found in a paper and as such, looking at the above scenario, The thesis statement of a strong compare-and-contrast essay should combine the topic with the writer's viewpoint.
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What is the main idea of this passage? On the other hand, a savings account is used to set money aside for use in the future, and it allows the money to collect interest. Many people regularly place some of their money into savings accounts rather than spending it in order to achieve financial goals—such as buying the latest gadget or game—without having to go into debt to do it.
-From "Learning Bank - Checking & Savings Accounts" by FDIC.gov
Group of answer choices
a. Savings accounts can be used to put money aside and earn more money.
b. Many people would rather put their money aside than spend it right away.
c. Savings accounts are often used to buy gadgets or objects people most desire.
d. Savings accounts help people to avoid debt when they want to buy a game.
Write a thesis statement on whether failure can strengthen a person.
Answer:
Failure can strengthen a person because it creates a harsh determination, it is a humbling experience, and it teaches a lesson.
Explanation:
who or what is the focus of part 1 of Julie of the wolves according to the novels table of contents
Answer:
Enrichment/writing
Explanation:
It says in the table of contents that part one is Enrichment/writing comprehension.
Answer:
Amoraq the wolf
Explanation:
its in the table of contents
Selection 1 is a Modern Gothic story. Using your knowledge of the characteristics of this genre, you can most reasonably predict that —
What was the answer?
please help lol i don’t feel like doing it yup
C.
Analysis means:
a. to hear something and be able to remember it to change the subject
b. to break something into its component parts in d. to create a new literary work filled with good
order to understand it better
ideas
Answer: The answer is b.
Explanation:
Which of the following is an example of how to overcome intercultural communication barriers?
a. Accept culture shock
b. Become 'other' oriented
C. Require others to behave just like you
d. Assume differences
Answer:
B
Explanation: The reason comes from understanding what ethnocentrism is, and also what communication codes are, and are used for. Ethnocentrism is a concept that defines the act of a culture, or group of people, judging another from its preconcieved ideas, customs, traditions, and cultural characteristics. In essence, what happens in ethnocentrism is that a specific group of individuals with a common culture, believe themselves to be on top of all others, and judge everything from that standpoint, almost inferiorizing anything and everything done by someone outside of that superior culture.
Accept culture shock is an example of how to overcome intercultural communication barriers.
What is culture shock?"Culture shock describes the impact of moving from a familiar culture to one that is unfamiliar."
Accept culture shock is an example of how to overcome intercultural communication barriers because when a person accepts cultural challenges faced in a different culture then he is able to know the culture by trying to accept it by removing the intercultural communication barriers.
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is lucky an archetype?
Answer:
yes lucky is an archetype
Explanation:
Jessie had felt sad all day. Jessie thought and thought about his situation and he thought to himself, I need to get myself together. Maria came in the door and asked what was wrong. He told her. Maria frowned. She felt as if she were being abandoned by everyone.
a) First-Person b) Second-Person c) Third-Person
Answer: I would have to say C
Explanation: Because when they thank there addressing there feelings using 3rd person point of view words like. he, and she.
Trick-or-treating—setting off on Halloween night in costume and ringing doorbells to demand treats—has been a tradition in the United States and other countries for more than a century. Its origins remain murky but traces can be identified in ancient Celtic festivals, early Roman Catholic holidays, medieval practices—and even British politics.
What surprised you about this paragraph?
pls help
Which choice provides the best evidence that this story is written from a first-person point of view?
Answer:
Thank you Bytefhf
The answer would be B
Explanation:
B. The story tells about something that happened in the past.
If it tells about a story in the past it probably is the character in the story therefore that would be first person.
B: The story tells about something that happened in the past.
What effect does the first-person point of view in "The Yellow Wallpaper"
most likely have on the reader?
A. The first-person point of view allows the reader to better
understand the narrator by seeing how her actions look to other
characters.
B. The first-person point of view allows the reader to better identify
with the characters by becoming a part of the action and affecting
the story's outcome.
C. The first-person point of view allows the reader to connect with
the narrator and hear her voice as she descends into madness.
D. The first-person point of view gives the reader more information by
providing access to the thoughts of all the characters.
Answer:
C.
Explanation:
Answer: Allows the reader to have the least connection and involvement with the character
Explanation: someone keeps deleting my answers even tho they are correct.
T-T
Which is the best explanation of how the main character helps to reveal the
theme?
A. Jack's ability to gather evidence shows that some people have
· surprising talents.
B. Jack's work as a page shows that hard work and determination
pay off.
C. Jack's treatment as a hero shows that honesty is always the best
policy.
D. Jack's dream of becoming a knight shows that you can do
anything you put your mind to.
Answer:Its A
Explanation:Jacks ability to gather evidence shows that some people have surprising talents
Answer:
A
Explanation:
Just did it
Need someone to write a THEME STATEMENT that defines your life, and explain in at least three more sentences what has happened within your life that leads you to choose this statement.
Answer:
bro this is abuot your life this Question have asked
you to explain what has happened in your life
Explanation:
hope it helps you
Who or what is the focus of part 1 of Julie of the wolves according to the novels table of contents
A) the wild life of Alaska
B) Miyaxs father
C) Amoraq the wold
D) Miyaxs childhood
Answer:
A
Explanation:
Answer:
A
Explanation:
its totally A cause they pretty much only talk about how she survives in alaska and how she communicates with the wolves.
PLEASE HELP!! ANSWER ASAP!!
Select the correct answer.
Look at the examples in highlighted text in the passage. Which example shows the Socratic teaching method Plato recorded?
A.
Yes, Polemarchus, - Thrasymachus said . . . .
B.
Yes, said Cleitophon, interposing, . . . .
C.
I am only repeating what you are saying, . . . .
D.
To be sure, he replied, they are liable to err.
The Republic by Plato
Plato was a student of the Greek philosopher, Socrates. He recorded many conversations between Socrates and the men of Athens in the 5th century A.D. These conversations often took a form that has come to be known as the Socratic Method, as Socrates asked questions and added examples to lead his companions to draw correct conclusions about such concepts as virtue, beauty, friendship, truth, and justice. In the following passage from The Republic, the topic is justice.
Great or small, never mind about that: we must first enquire whether what you are saying is the truth. Now we are both agreed that justice is interest of some sort, but you go on to say 'of the stronger'; about this addition I am not so sure, and must therefore consider further.
Proceed.
I will; and first tell me, Do you admit that it is just for subjects to obey their rulers?
I do.
But are the rulers of states absolutely infallible, or are they sometimes liable to err?
To be sure, he replied, they are liable to err.
Then in making their laws they may sometimes make them rightly, and sometimes not? True.
When they make them rightly, they make them agreeably to their interest; when they are mistaken, contrary to their interest; you admit that?
Yes.
And the laws which they make must be obeyed by their subjects, —and that is what you call justice?
Doubtless.
Then justice, according to your argument, is not only obedience to the interest of the stronger but the reverse?
What is that you are saying? he asked.
I am only repeating what you are saying, I believe. But let us consider: Have we not admitted that the rulers may be mistaken about their own interest in what they command, and also that to obey them is justice? Has not that been admitted?
Yes.
Then you must also have acknowledged justice not to be for the interest of the stronger, when the rulers unintentionally command things to be done which are to their own injury. For if, as you say, justice is the obedience which the subject renders to their commands, in that case, O wisest of men, is there any escape from the conclusion that the weaker are commanded to do, not what is for the interest, but what is for the injury of the stronger?
Nothing can be clearer, Socrates, said Polemarchus.
Yes, said Cleitophon, interposing, if you are allowed to be his witness.
But there is not need of any witness, said Polemarchus, for Thrasymachus himself acknowledges that rulers may sometimes command what is not for their own interest, and that for subjects to obey them is justice.
Yes, Polemarchus, - Thrasymachus said that for subjects to do what was commanded by their rulers is just.
Yes, Cleitophon, but he also said that justice is the interest of the stronger, and, while admitting both these propositions, he further acknowledged that the stronger may command the weaker who are his subjects to do what is not for his own interest; whence follows that justice is the injury quite as much as the interest of the stronger.
But, said Cleitophon, he meant by the interest of the stronger what the stronger thought to be his interest, —this was what the weaker had to do; and this was affirmed by him to be justice.
Those were not his words, rejoined Polemarchus.
Never mind, I replied, if he now says that they are, let us accept his statement. Tell me, Thrasymachus, I said, did you mean by justice what the stronger thought to be his interest, whether really so or not?
Certainly not, he said. Do you suppose that I call him who is mistaken the stronger at the time when he is mistaken?
Yes, I said, my impression was that you did so, when you admitted that the ruler was not infallible but might be sometimes mistaken.
Answer:
It is C.
Explanation:
this is like repeating what this person is saying/or doing.
The example which shows the Socratic teaching method Plato recorded is Option C.
A shared discourse between teacher and students is central to the Socratic Method. By asking thought-provoking queries, the trainer takes the lead.
What is the modern use of the Socratic method?This kind of questioning was also employed by Socrates to encourage people to question what they were told and to look beyond the obvious. In today's medical and legal education, the Socratic method is frequently utilized to assist students to grasp more complex topics and/or principles.
The teacher helps students learn new concepts by beginning with questions that they already know and understand. This fosters an environment where pupils are genuinely learning rather than parroting knowledge and forgetting it.
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what does the old woman's advice suggest about the theme,central idea, or myth
how do Jim and the narrator make a living?
Answer:
i need more information
Answer:
Which book are you speaking of?
Where and how should you use evidence in a literary analysis?
Group of answer choices
in the third paragraph, to summarize the entire novel
at the very beginning of your essay, to introduce your topic
in the conclusion, to emphasize your main ideas
in the body of your essay, to support your reasons
Answer:
in the boday of your easy to support your reason
Which phrase is an example of
figurative language?
*in bed under the covers |
shivered and stared at the
ceiling
*I left the basket in the attic
*maybe I had been a witch
during the Salem Witch Trials
*the room became blurry
through the lens of my tears
What is the main idea of this:
I could have given up, but I thought about my grandmother. She always told me that "people who believe that science is the answer to everything are missing out on everything else." With her words in mind, I searched some more. There were many facts that hinted that dragons may not be fictional. I noticed that cultures across the world all described dragons in similar ways. This was odd because they had no way to communicate with each other. I found dragons mentioned in more than just stories. They appeared in old legal papers, in the travel logs of Marco Polo, and in the Bible. I saw that the Chinese calendar uses a different animal each year. Dragons are included along with eleven real animals. I began to believe it was a real possibility that all of these people were talking about a creature that actually existed.
Answer:the main idea of this is that science is only things that scientists see and they don´t what is in people´s minds and only believe in what they see.
Explanation:
Answer: Dragons are real because all the other animals on the calendar are real.
2. How do the three stanzas of "To Autumn" relate to each other thematically?
Answer:
Explanation:
eats’s speaker opens his first stanza by addressing Autumn, describing its abundance and its intimacy with the sun, with whom Autumn ripens fruits and causes the late flowers to bloom. In the second stanza, the speaker describes the figure of Autumn as a female goddess, often seen sitting on the granary floor, her hair “soft-lifted” by the wind, and often seen sleeping in the fields or watching a cider-press squeezing the juice from apples. In the third stanza, the speaker tells Autumn not to wonder where the songs of spring have gone, but instead to listen to her own music. At twilight, the “small gnats” hum among the "the river sallows," or willow trees, lifted and dropped by the wind, and “full-grown lambs” bleat from the hills, crickets sing, robins whistle from the garden, and swallows, gathering for their coming migration, sing from the skies.
Form
Like the “Ode on Melancholy,” “To Autumn” is written in a three-stanza structure with a variable rhyme scheme. Each stanza is eleven lines long (as opposed to ten in “Melancholy”, and each is metered in a relatively precise iambic pentameter. In terms of both thematic organization and rhyme scheme, each stanza is divided roughly into two parts. In each stanza, the first part is made up of the first four lines of the stanza, and the second part is made up of the last seven lines. The first part of each stanza follows an ABAB rhyme scheme, the first line rhyming with the third, and the second line rhyming with the fourth. The second part of each stanza is longer and varies in rhyme scheme: The first stanza is arranged CDEDCCE, and the second and third stanzas are arranged CDECDDE. (Thematically, the first part of each stanza serves to define the subject of the stanza, and the second part offers room for musing, development, and speculation on that subject; however, this thematic division is only very general.)
The three stanzas of "To Autumn" relate to each other thematically in the following manner:
Each stanza describes a different aspect of autumn. The first stanza describes the fruits it produces, the second one the labor of harvesting, and the last one the end of autumn.
"To Autumn" is a poem by John Keats.Every stanza (group of lines) in the contributes to the overall description of the season.Each stanza describes a different aspect or phase of autumn.The first stanza talks about the fruits and crops produced during autumn - autumn's abundance.The second stanza talks about the hard work of harvesting and, in some cases, making other products from what was harvested.Finally, the third stanza talks about the end of the season, when winter gets closer and closer.In conclusion, all three stanzas are thematically connected. They all describe the same season, but they focus each on a different aspect of it.Learn more about the subject here:
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Review the excerpt from Patrick Henry’s “St. John’s Church” speech:
No man thinks more highly than I do of the patriotism, as well as abilities, of the very worthy gentlemen who have just addressed the House. But different men often see the same subject in different lights; and, therefore, I hope it will not be thought disrespectful to those gentlemen if, entertaining as I do opinions of a character very opposite to theirs, I shall speak forth my sentiments freely and without reserve. This is no time for ceremony. The questing before the House is one of awful moment to this country. For my own part, I consider it as nothing less than a question of freedom or slavery; and in proportion to the magnitude of the subject ought to be the freedom of the debate. It is only in this way that we can hope to arrive at truth, and fulfill the great responsibility which we hold to God and our country. Should I keep back my opinions at such a time, through fear of giving offense, I should consider myself as guilty of treason towards my country, and of an act of disloyalty toward the Majesty of Heaven, which I revere above all earthly kings.
Mr. President, it is natural to man to indulge in the illusions of hope. We are apt to shut our eyes against a painful truth, and listen to the song of that siren till she transforms us into beasts. Is this the part of wise men, engaged in a great and arduous struggle for liberty? Are we disposed to be of the number of those who, having eyes, see not, and, having ears, hear not, the things which so nearly concern their temporal salvation? For my part, whatever anguish of spirit it may cost, I am willing to know the whole truth; to know the worst, and to provide for it. I have but one lamp by which my feet are guided, and that is the lamp of experience. I know of no way of judging the future but by the past. And judging by the past, I wish to know what there has been in the conduct of the British ministry for the last ten years to justify those hopes with which gentlemen have been pleased to solace themselves and the House. Is it that insidious smile with which our petition has been lately received? Trust it not, sir; it will prove a snare to your feet. Suffer not yourselves to be betrayed with a kiss. Ask yourselves how this gracious reception of our petition comports with those warlike preparations which cover our waters and darken our land. Are fleets and armies necessary to a work of love and reconciliation? Have we shown ourselves so unwilling to be reconciled that force must be called in to win back our love? Let us not deceive ourselves, sir. These are the implements of war and subjugation; the last arguments to which kings resort. I ask gentlemen, sir, what means this martial array, if its purpose be not to force us to submission? Can gentlemen assign any other possible motive for it? Has Great Britain any enemy, in this quarter of the world, to call for all this accumulation of navies and armies? No, sir, she has none. They are meant for us: they can be meant for no other. They are sent over to bind and rivet upon us those chains which the British ministry have been so long forging. And what have we to oppose to them? Shall we try argument? Sir, we have been trying that for the last ten years. Have we anything new to offer upon the subject? Nothing. We have held the subject up in every light of which it is capable; but it has been all in vain. Shall we resort to entreaty and humble supplication? What terms shall we find which have not been already exhausted? Let us not, I beseech you, sir, deceive ourselves. Sir, we have done everything that could be done to avert the storm which is now coming on. We have petitioned; we have remonstrated; we have supplicated; we have prostrated ourselves before the throne, and have implored its interposition to arrest the tyrannical hands of the ministry and Parliament. Our petitions have been slighted; our remonstrances have produced additional violence and insult; our supplications have been disregarded; and we have been spurned, with contempt, from the foot of the throne! In vain, after these things, may we indulge the fond hope of peace and reconciliation. There is no longer any room for hope. If we wish to be free– if we mean to preserve inviolate those inestimable privileges for which we have been so long contending–if we mean not basely to abandon the noble struggle in which we have been so long engaged, and which we have pledged ourselves never to abandon until the glorious object of our contest shall be obtained–we must fight! I repeat it, sir, we must fight! An appeal to arms and to the God of hosts is all that is left us!