English, 10.06.2020 18:57 michellemitchel

Help needed ASAP will give brainliest

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English, 21.06.2019 18:30

What does the author see as the main cause for why students don’t really see shakespeare as a real, flawed human being? we shouldn’t shy away from discussing our literary heroes’ flaws. if nothing else, the knowledge of their failures us appreciate what success and greatness these authors did achieve. often our hero-worship keeps us from truly seeing the complexity of a great author. thus, i would argue, nothing would be better for high school students than to take shakespeare down a peg or two. a) the fact that students never learn enough about shakespeares biography b) the fact that students only read shakespeare’s comedies while in school c) the fact that students are never assigned to read any shakespeare while in high school d) the fact that students only read shakespeare’s greatest works in school and thus never see his weaknesses

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English, 22.06.2019 00:00

In which sentence does the underlined adverb modify a verb? (i’ll put the words that are underlined in caps) a. water young plants often. b. water young plants rather often. c. we generally water young plants often. d. water very young plants often.

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English, 22.06.2019 04:50

Read the excerpt from hemingway’s a farewell to arms. we parked the cars beyond the brickyard. the ovens and some deep holes had been equipped as dressing stations. there were three doctors that i knew. i talked with the major and learned that when it should start and our cars should be loaded we would drive them back along the screened road and up to the main road along the ridge where there would be a post and other cars to clear them. which best describes hemingway’s style of writing in the excerpt? straightforward and simple, while still relating a lot of information to the reader long-winded and offering far too much information to the reader overly complicated, making it difficult to interpret and understand the text effortless and uncomplicated, with little meaning for the reader to interpret

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English, 22.06.2019 08:50

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?

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