I need hel Who can help me pleaseee ??
Ex. Use the useful language in the table to act out exchanges like the example below.

A: Don't park there. You'll get a ticket.
B: Yes, I suppose you're right.

Warning others:
● Don't ( + infinitive )
● If I were you, I would/ wouldn't ...
● It's not a good idea to...
● It's a bad idea to...
● Look/watch out for...
● Be careful ( not to )

Heeding a warning:
● You're right .
● I guess so.
● Good thinking.
● That's true.
● Yes, I suppose you're right

1. try to stop a burglar by yourself/ may get hurt
2. when you cross the road/ get knocked down
3. be out alone late at night/ it is dangerous
4. leave your car unlocked / get stolen
5. exceed the speed limit/ pay a fine

Please can anybody help meee

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What is the first thing you should do when writing a thesis? a. find supporting evidence c. determine your reasons b. determine your position d. investigate why you have a position select the best answer from the choices provided a b c d

From part ii of the novel, pick one paragraph in which the author uses semicolons. read over your chosen paragraph and in 200 words, discuss the effect of using semicolons in order to create longer phrases.

Ineed it now in this discussion you will use what you learned about the poems "will there really be a 'morning'? ", "i dwell in possibility", and "ozymandias" to compare how both dickinson and shelley used form - lines, capitalization, and punctuation - to bring meaning to the poems. let's check out one of your classmate's posts: in both "will there really be a 'morning'? " and "i dwell in possibility," emily dickinson capitalizes the words in the poem that tell the reader what to focus on in the poem. shelley also capitalizes words that are not names. these must be important to the meaning of the poem. create one post that compares how both dickinson and shelley use form - lines, capitalization, and punctuation - to bring meaning to the poems "will there really be a 'morning'? ", "i dwell in possibility", and "ozymandias".