Jeremy spent all weekend cramming for a test on time management. when he got to school, he realized the test wasn’t until the following week. which literary device did the author use in the passage? a. hyperbole b. dramatic irony c. situational irony d. paradox

Read the excerpt below from "letter from birmingham jail" and then answer the question below: "my citing the creation of tension as part of the work of the nonviolent resister may sound rather shocking. but i must confess that i am not afraid of the word "tension." i have earnestly opposed violent tension, but there is a type of constructive, nonviolent tension which is necessary for growth. just as socrates felt that it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half truths to the unfettered realm of creative analysis and objective appraisal, so must we see the need for nonviolent gadflies to create the kind of tension in society that will men rise from the dark depths of prejudice and racism to the majestic heights of understanding and brotherhood." how does king's repetition of the term "tension" impact the meaning of the text? question 5 options: dr. king says that he is afraid of the word tension and he doesn't think it is necessary. dr. king repeats the word tension to explain how he sees the word as a negative force that discourages change. dr. king repeats the word tension unintentionally, and it doesn't impact the meaning of the text. dr. king repeats the word tension to support how he views the word tension as positive and growth-producing.

Which sentence will fatima’s teacher most likely ask her to revise?

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