How does the parallel structure of the sentence, "He wanted, he intended, he had arranged to weep" affect its
meaning? "Fly"

How does the motif in this passage connect to the central idea? read the excerpt from act 5, scene 1, of julius caesar octavius come come, the cause. if arguing make us sweat the proof of it will turn to redder drops look, i draw a sword against conspirators when think you that the sword goes up again? never, till caesar's three and thirty wounds be well avenged, or till another caesar have added slaughter to the sword of traitors the blood motif suggests that revenge will lead to violence and death the omens motif suggests that octavius will die avenging caesar's death the sword motif suggests that all leaders are eventually assassinated the flattery motif suggests that the conspirators will eventually turn on one another

0) "you're not here to read books, you're here to learn! " the childwrangler's voice screeched as we kept our picks moving rhythmically against the school walls. we had all heard about a time, back in the dark ages, when children read books at school. they say school was even a building above ground. but that was obviously dangerous. how could society thrive if the children sat around reading all day? when would they have time to learn about veins of coal, support structures, processing fuel, and all that stuff? school was important. which two central ideas in this story are most closely related?

Fill in the blanks by identifying the verb or verb phrase [verb], and gerund [gerund] in each sentence below. i ate a sandwich