Sarah was torn. should she stop being friends with connie just because of a rumor? sarah heard the rumor from another good friend, a person who was usually very kind. sarah didn't think she could be friends with connie if the rumor was true. yet, sarah felt certain that confronting connie, whether the rumor was true or not, would lead to disasterous results. but she felt that she had no choice; sarah would have to ask. sarah suddenly realized that the teacher had called her name; the other students were staring. ugh, i'm going to get detention again! she thought to herself. sure enough, ms. peterson angrily handed her the slip of paper that sarah's mom would surely be to sign later that night. fuming, sarah was temporarily distracted from thoughts of connie, but then the bell rang and ended her reprieve. sarah walked out of the classroom and imagined seeing connie walking toward her seconds before the real connie walked out of third period math. connie waved and walked towards sarah, grininning.

which statement describes the main conflict in the passage best?
it's an internal conflict because sarah has to decide whether or not to confront her friend. it's an external conflict because ms. peterson has given sarah a detention. it's an internal conflict because sarah will probably argue with her mom later that night. it's an external conflict because the bell interrupted sarah's angry and worried thoughts.

According to stephen hawking in the "origin of the universe" lecture, "why are we here" and "where did we come from" are questions that

Which statement expresses a theme that is found in both "escape" and "to live"? the search for self–awareness is often a difficult one. life's distractions can make it difficult to know yourself. a person often sees herself differently than others see her. being a part of two cultures can make it hard to know yourself.

Wichita mourning david matherne pipe organs—dusty and tarnished— bellowed the ancient song, as movers carried the pews for one last time. frozen branches—heavy with ice arms— 5 couldn’t perform their dance, as workmen shuffled inside the worn-out floors. sally richards—broken and mourning— watched while her father left, 10 as painters brought in their cans for the first time. stained-glass windows—buckled and broken— surveyed commotion’s cause as commerce won in the end 15 yet one more time. reverend richards—feeble and finished— cried as his exit was lost on christians who worshiped the dime; a change of the times. 20 which of these best summarizes the author's style in this poem? a) each of the five stanzas contains internal rhyme and consistent rhythm. b) each of the five stanzas contains an end rhyme describing a different character. c) each of the five stanzas contains assonance followed by a dash, then a description of the old church. d) each of the five stanzas introduces a character followed by a dash, then a description of that character. 3) in the first line of each stanza, the author follows the pattern of a noun followed by a pair of adjectives. what is the purpose of this pattern? a) the author hopes to create a peaceful feeling for the readers. b) the object and its adjectives are used to create a sense of progress. c) the author uses the pattern to create vivid pictures in the reader's mind. d) the author uses the pattern of man and nature to show the impact of this event.