Which line in the passage is the climax of the story? (mrs. jones is busy cooking in the kitchen while her eldest son, jake, is having breakfast. she looks pale and tired. the kitchen is messy. she soon finishes her cooking and starts washing the dishes.) jake: mom, this toast is burnt. make me another one. mrs. jones: just finish it jake. i don’t have the time now. i have a ton of chores to finish before heading off to work. jake: but, mom! i can't have burnt toast. make me another one, or i'm going to school on an empty stomach. (mrs. jones sighs and makes him another piece of toast. jake quickly eats it and walks away without her. mrs. jones continues with her work. she hears her daughter yelling.) mrs. jones: what is it, clara? clara: mom, come have a look at what mattie has done. (mrs. jones wipes her soapy hands and walks into the living room. she is stunned when she sees the white walls with drawings all over them. she finds her youngest son, mattie, behind the couch, busy making a drawing on the wall. without bothering to notice what he is drawing, she drags him out from behind the couch.) mrs. jones: mattie, look at what you've done. how could you make such a mess? you've ruined the walls. mattie: but, mom, i was just . . mrs. jones: be quiet, mattie. day after day i have to look after the three of you, and i never get any appreciation. and now you've gone and scribbled all over the walls. do you know how long it'll take me to clean up this mess? mattie: i'm sorry, mom, i didn’t mean to. mrs. jones: sorry doesn't change the fact that you've made a big mess. (mattie looks like he is about to cry.) mrs. jones: don't cry, mattie. crying is not the solution to our problems. mattie: i'm sorry. i'll clean it up right away, mom. mrs. jones: yes, you better. now go and get some soap and a scrubber and get to cleaning. (mattie looks discouraged as he leaves the room. mrs. jones is still furious as she watches him go. she then turns to the wall and her expression changes into one of shock.) mrs. jones: (to herself) what? it’s a drawing of mattie and me, and the words "i love you, mom" are written below it. (mattie returns to the room with the soap and scrubber. she looks at him with tear-filled eyes and hugs him tightly to her as he reaches her.) mrs. jones: i'm sorry too, mattie.

Frankenstein: what attitudes toward education are expressed by shelley in her description of victor’s upbringing in chapter 1? what, for example, motivates victor and elizabeth to study/practice?

Tia and lin had been best friends since kindergarten. both avid soccer players, the girls decided to try out for the high school team together. unfortunately, there was just one open spot, so only one of the girls would be chosen. they both worked hard, and on tryout day, they did their best. when the team roster came out, lin was excited to see that she had made the team but sad that tia had not. tia was happy for her friend and vowed to work harder so she would make the team the next year. which sentence is the exposition of the passage

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability