Answer:
Allusion = A
Personification = B
Simile = C
Explanation:
Allusion is a reference within a text/story to a person, place, event, etc.
Personification is giving human-like qualities to something that is not human
Simile compares two things with like or as
Hope this helps
--Wavey
Read the excerpt from "Song" by Ella Wheeler Wilcox. Then, answer the question that follows.
With the sun, and the skies, and the birds above me,
Birds that sing as they wheel and fly—
With the winds to follow and say they love me—
Who could be lonely? O no, not I!
How does the personification in bold contribute to the tone of the poem?
It makes the speaker seem fearful of nature.
It reflects a feeling of dreariness towards nature.
It shows the speaker admires nature.
It makes the speaker appear uninterested in nature.
it shows the speaker admires nature
because he appreciates the wonders of nature
Who is Daniel Radcliffe
Answer: Easy!! he is the HARRY POTTAH
Explanation: Brainliest ans
Question
What is a theme of "How the Death of Patroclus Roused Achilles," "The Making of the Arms," and "The Vengeance of Achilles" from the Iliad?
A.)The gods show no pity for people.
B.)Men make better armor than gods.
C.)A true warrior needs no armor.
D.)A good deed can inspire long-lasting gratitude.
Answer: D
Explanation: mwa
Articles. Read a short passage from the book you have selected and identify all
the instances where articles (a, an, the) are used. Rewrite the passage without the
articles and see how the meaning changes.
OK the answer to this question is that a is used in nouns where any vowel is not the first letter or the noun is singular. an is used when the noun starting letter is a vowel. the is used for specific nouns
Answer:
Short passage from the book "The Epic of Gilgamesh" with the articles identified:
In ancient Mesopotamia, there was a great king named Gilgamesh. He was a powerful warrior and a wise ruler. He was also very proud and arrogant.
One day, Gilgamesh was challenged by a wild man named Enkidu. Enkidu was strong and savage, and he defeated Gilgamesh in battle. After the battle, Gilgamesh and Enkidu became friends. They traveled together and had many adventures.
One of their adventures took them to the Cedar Forest, where they fought a giant monster named Humbaba. They were victorious, but Enkidu was mortally wounded. Gilgamesh was grief-stricken, and he began to question the meaning of life.
In the passage above, there are a total of 10 articles:
a great king
the Epic of Gilgamesh
a wild man
the battle
a wise ruler
the Cedar Forest
a giant monster
the meaning of life
the passage
If we remove the articles from the passage, the meaning changes slightly. For example, the sentence "In ancient Mesopotamia, there was a great king named Gilgamesh" becomes "In ancient Mesopotamia, there was great king named Gilgamesh." The meaning of the sentence is still clear, but it is less specific. The article "a" is used to indicate that there was one king, but without the article, the sentence could be interpreted to mean that there were multiple kings.
The other articles in the passage also serve to add specificity. For example, the article "the" is used to refer to the specific book "The Epic of Gilgamesh" and the specific monster "Humbaba." Without the articles, the meaning of these references would be less clear.
In general, articles are used in English to add specificity and clarity to language. They can also be used to avoid ambiguity. When articles are removed from a passage, the meaning of the passage may still be clear, but it may be less specific and less clear.
The indirect object may be _____.
a.complete
b.compound
c.complex
How does the crowd feel after Brutus's speech? Question 9 options:
A.)The crowd is bored.
B.)The crowd is sad about Brutus's involvement
C.)The crowd is angry at Brutus and the conspirators.
D.)The crowd trusts Brutus.
Pls Help Me I So Close To Passing My Ela
Answer:
D. The crowd trusts Brutus.
Explanation:
In Shakespeare’s play Julius Caesar, after Brutus’s speech, the crowd trusts Brutus. They even cry out "Live, Brutus, live, live!".
Read "Villanelle" by Victor James Daly. Then, answer the question that follows.
We said farewell, my youth and I,
When all fair dreams were gone or going,
And Love's red lips were cold and dry.
When white blooms fell from tree-tops high,
Our Austral winter's way of snowing,
We said farewell, my youth and I.
We did not sigh, what use to sigh
When Death passed as a mower mowing,
And Love's red lips were cold and dry?
But hearing Life's stream thunder by,
That sang of old through flowers flowing,
We said farewell, my youth and I.
There was no hope in the blue sky,
No music in the low winds blowing,
And Love's red lips were cold and dry.
My hair is black as yet, then why
So sad! I know not, only knowing
We said farewell, my youth and I.
All are not buried when they die;
Dead souls there are through live eyes showing
When Love's red lips are cold and dry.
So, seeing where the dead men lie,
Out of their hearts the grave-flowers growing,
We said farewell, my youth and I,
When Love's red lips were cold and dry.
How does the form of the villanelle impact the meaning of Daly's poem?
A) Repetition of two lines throughout emphasizes the point that the speaker grew up and lost hope when their heart was broken.
B) Fourteen lines are divided into an octave about falling in love and a sestet about heartbreak.
C)There is no rhyme scheme or meter, which makes the poem seem like an informational paragraph about growing old.
D)The shift and the couplet explain that growing up is hard, but having good friends makes it much easier.
which revision best shows the correct use of the colon
Explanation:
Although very different in their personalities and temperament, Einstein, Feynman, and Hawking share one trait creativity.Which revision best shows the correct use of the colon?
Submit your three or four-paragraph open letter about a current issue in your school or community that expresses your position on the topic and provides two claims and four pleces of supporting evidence (key facts, examples, detalls). Make it clear who you are addressing in the letter and what you hope to accomplish.
Answer: this is gonna be a long one lol
Explanation:
There are lots of issues in our community and in our schools, but one problem that seems to be in both is the fight for equality. We all want to be heard and understood but for some, it might be harder than others. This isn't just for one specific group it is for many and all.
Everyday, when you look at your phone or even just outside at the people what do you notice? They all look different, maybe the same in some ways but different in most. But physical features are just the beginning because underneath we all are unique and special. Some people embrace their uniqueness, but a lot hide it away in fear of unacceptance. For example, the fight for equal rights in black citizens, even though they say that fight ended a long time ago we can't ignore the fact that they are still looked at differently. Why? Who knows, and no, not everyone is like this but that doesn't make it easier for them. Another example, over 28.9% of black citizens are living below the poverty threshold as opposed to 18% white americans. Isn't that crazy? This is evidence that supports the thought about black citizens not having equal rights.
I hope that this has opened your mind to this issue. I want equality for all and a place where no matter what your skin looks like, where you were raised and even what happened long long ago in the early stages of this nation, you can live happily and to the fullest. We as a community can do our part and make this community a free, accepting, and fair place for us all to live.
Here is an example of an open letter:
To the Principal and the School Board,
I am writing to express my concern about the recent decision to cancel the annual school trip due to budget cuts. I believe that this decision is unfair and detrimental to the students’ learning and well-being. I urge you to reconsider this decision and find alternative ways to fund the trip.
The school trip is a valuable opportunity for students to explore new places, learn new things, and bond with their classmates and teachers. It is also a reward for their hard work and achievements throughout the year. The trip helps students develop important skills such as curiosity, creativity, collaboration, and communication. It also exposes them to different cultures, perspectives, and experiences that enrich their knowledge and understanding of the world.
By canceling the trip, you are depriving the students of these benefits and sending a message that their education and happiness are not a priority. You are also breaking a tradition that has been cherished by many generations of students and teachers. The trip is something that the students look forward to and prepare for all year long. It is a source of motivation and excitement for them.
I understand that the school is facing financial challenges and that you have to make difficult decisions. However, I think that there are other ways to save money without sacrificing the quality of education and the well-being of the students. For example, you could reduce unnecessary expenses such as printing costs, office supplies, or catering services. You could also seek donations or sponsorships from local businesses or organizations that support education. You could also organize fundraising events or activities that involve the students, parents, and teachers.
I hope that you will take my letter into consideration and reconsider your decision to cancel the school trip. I believe that the trip is a worthwhile investment that will benefit the students in many ways. I also believe that the school community can work together to find solutions to overcome the financial challenges. Please do not let the budget cuts ruin this valuable opportunity for the students.
Sincerely,
A concerned student
Tock. [Who’s been surveying the situation.] I think I figured a way to get out. Here, hop on my back. [Milo does so.] Now, you, Humbug, on top of Milo. [He does so.] Now hook your umbrella onto that tree and hold on. [They climb over Humbug, then pull him up.]
What information about the characters or action do the stage directions provide? How would this paragraph be confusing for the actors if the stage directions weren't present?
Read the following stage directions from Scene ii of The Phantom Tollbooth.
Tock. [Who’s been surveying the situation.] I think I figured a way to get out. Here, hop on my back. [Milo does so.] Now, you, Humbug, on top of Milo. [He does so.] Now hook your umbrella onto that tree and hold on. [They climb over Humbug, then pull him up.]
What information about the characters or action do the stage directions provide? How would this paragraph be confusing for the actors if the stage directions weren't present?
Practice
Explain in two complete sentences.
Answer:
The stage directions in the paragraph provide information about the characters' physical actions, positions, and interactions with the environment. They specify that Tock has been surveying the situation, Milo hops on Tock's back, Humbug climbs on top of Milo, and they all hook the umbrella onto a tree before climbing over Humbug and pulling him up. Without these stage directions, the actors would not know how to physically portray the actions and movements of the characters, leading to confusion and ambiguity in the scene.
Answer:
Explanation:
Hi! Answer:
Gravitational potential energy:
Kinetic energy:
Total mechanical energy:
Explanation:
The gravitational potential energy is directly proportional to height (). Since there are no non-conservative forces, the total mechanical energy is conserved () and the total mechanical energy is the sum of gravitational potential and kinetic energies. Then:
(1)
If we know that , then we conclude the following inequation for the kinetic energy:
(2)
Mr. Avery boarded across the street from Mrs. Henry Lafayette Dubose's house. Besides
making change in the collection plate every Sunday, Mr. Avery sat on the porch every night until
nine o'clock and sneezed. One evening we were privileged to witness a performance by him
which seemed to have been his positively last, for he never did it again so long as we watched.
Jem and I were leaving Miss Rachel's front steps one night when Dill stopped us: "Golly, looka
yonder." He pointed across the street. At first we saw nothing but a kudzu-covered front porch,
but a closer inspection revealed an arc of water descending from the leaves and splashing in the
yellow circle of the street light, some ten feet from source to earth, ensuing contest to determine
relative distances and respective prowess only made me feel left out again, as I was untalented in
this area.
Answer:
No one will be able to answer this question as you didn't give an explanation of what you needed, is it multiple choice question, written questions or something else?
Why does Ferris title her article "The Bridge Only You Can Build"?
A( to encourage students to build bridges between themselves and their readers
B( to emphasize that young writers need to follow their own creative paths
C( to explain that successful writing always does something new and scary
D( to encourage young writers to follow the path and style of professional writers
Based on the given options, the most suitable answer is:
B) to emphasize that young writers need to follow their own creative pathsBy titling her article "The Bridge Only You Can Build," Ferris is likely suggesting that each young writer has their unique voice, perspective, and creative path that they should explore. The title encourages young writers to embrace their individuality and find their own unique way of expressing themselves through writing, rather than simply imitating the path and style of professional writers.
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♥️ [tex]\large{\underline{\textcolor{red}{\mathcal{SUMIT\:\:ROY\:\:(:\:\:}}}}[/tex]
Mr. Avery boarded across the street from Mrs. Henry La Fayette Dubose's house. Besides
making change in the collection plate every Sunday, Mr. Avery sat on the porch every night until
nine o'clock and sneezed. One evening we were privileged to witness a performance by him
which seemed to have been his positively last, for he never did it again so long as we watched.
Jem and I were leaving Miss Rachel's front steps one night when Dill stopped us: "Golly, lookal
yonder." He pointed across the street. At first we saw nothing but a kudzu-covered front porch,
but a closer inspection revealed an arc of water descending from the leaves and splashing in the
yellow circle of the street light, some ten feet from source to earth, ensuing contest to determine
relative distances and respective prowess only made me feel left out again, as I was untalented in
this area.