Answer:
A). Mr. Duarte <u>was packing</u> some boxes.
B). Mrs. Duarte <u>was locking</u> the car door.
C). Jeff <u>was holding</u> the armchair.
D). Speedy <u>was pushing</u> a ball in his mouth.
E). A box <u>was falling</u> to the floor.
Explanation:
Past Continuous tense is primarily employed to denote an 'on-going action of the past' that started in a time before now and continued for a while(in the past). It is formed by using the auxiliary verb 'was/were'(to denote past) followed by the progressive form of the main verb('verb + ing' to reflect the continuity). The given sentences could be filled by using this rule to signal to the progression of the action in the past.
Answer:
A. Last week Mark started <u>coming home late</u>, <u>missing classes</u>, and <u>arguing with his parents</u>
Explanation:
A parallel structure is used when the same pattern is repeated and the same pattern has the same function. For example, in the statement above, the verb <em>to start</em> is used with some complements. The complements , which refer to different activities, are expressed through participles ( _ing): <em>starting...; missing </em>...and <em>arguing.</em>.... These are all participles and function as the complement of <em>to start.</em>
Answer:
It is that time of year again when South Africans celebrate National Senior Certificate results, ushering a generation of youth out of the school system and into the world. Of the 788,717 who successfully completed these exams, 186,058 achieved passes that potentially open the doors of university study.
As we read about the results, we take delight in the success stories, like the student from a poorer background scoring multiple distinctions despite having no properly qualified maths or science teacher. Or the rural student who earned a university entrance despite walking long distances to school each day. These achievements should be celebrated, as they are truly exceptional.
But the problem with these stories, uplifting as they may be, is that they often carry a subtext.
The presumption that hard work alone leads to success – and that laziness leads to failure – follows the student into the university. Here, despite a wealth of careful research that proclaims otherwise, most people believe that success emerges from the intelligence and work ethic of the individual.
In a recent journal article, we have argued that academics often ignore the research on student failure that shows it emerges from a number of factors. Many of these factors are beyond the attributes inherent in the student. Instead, most hold on to the simplistic common sense assumption that success comes to those who deserve it. Academics who hold this view are prone to assume that students are successful because of what an individual student does or does not do.
But the reality is a far more complex interplay of individual attributes with social structures which unfairly affect some more than others.
Explanation:
