Explain the relationship between sentence fluency and conventions.

Chicago by carl sandburg hog butcher for the world, tool maker, stacker of wheat, player with railroads and the nation's freight handler; stormy, husky, brawling, city of the big shoulders: they tell me you are wicked and i believe them, for i have seen your painted women under the gas lamps luring the farm boys. and they tell me you are crooked and i yes, it is true i have seen the gunman kill and go free to kill again. and they tell me you are brutal and my reply is: on the faces of women and children i have seen the marks of wanton hunger. and having answered so i turn once more to those who sneer at this my city, and i give them back the sneer and say to them: come and show me another city with lifted head singing so proud to be alive and coarse and strong and cunning. flinging magnetic curses amid the toil of piling job on job, here is a tall bold slugger set vivid against the little soft cities; fierce as a dog with tongue lapping for action, cunning as a savage pitted against the wilderness, bareheaded, shoveling, wrecking, planning, building, breaking, rebuilding, under the smoke, dust all over his mouth, laughing with white teeth, under the terrible burden of destiny laughing as a young man laughs, laughing even as an ignorant fighter laughs who has never lost a battle, bragging and laughing that under his wrist is the pulse. and under his ribs the heart of the people, laughing! laughing the stormy, husky, brawling laughter of youth, half-naked, sweating, proud to be hog butcher, tool maker, stacker of wheat, player with railroads and freight handler to the nation. which type of figurative language does the poet use most often in "chicago"? a. rhyme b. simile c. metaphor d. personification

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Select the correct answer. read this excerpt from leo tolstoy's the death of ivan ilyich: her attitude towards him and his diseases is still the same. just as the doctor had adopted a certain relation to his patient which he could not abandon, so had she formed one towards him—that he was not doing something he ought to do and was himself to blame, and that she reproached him lovingly for this—and she could not now change that attitude. "you see he doesn't listen to me and doesn't take his medicine at the proper time. and above all he lies in a position that is no doubt bad for him—with his legs up." she described how he made gerasim hold his legs up. the doctor smiled with a contemptuous affability that said: "what's to be done? these sick people do have foolish fancies of that kind, but we must forgive them. . " they all rose, said good-night, and went away. when they had gone it seemed to ivan ilyich that he felt better; the falsity had gone with them. but the pain remained—that same pain and that same fear that made everything monotonously alike, nothing harder and nothing easier. everything was worse. again minute followed minute and hour followed hour. everything remained the same and there was no cessation. and the inevitable end of it all became more and more terrible. based on the excerpt, how is praskovya fedorovna a character foil to ivan ilyich? a. she is kind and takes care of ivan, which is why he feels guilty about how he treated her for most of their married life. b. she is vindictive toward ivan while pretending to be worried about him, thus reminding him of how his family has never forgiven him. c. she plays the part of the worried wife without any real feeling, symbolizing the false propriety ivan upheld but now hates. d. she is young, healthy, and beautiful—everything ivan can never be again and wishes he could return to. reset next