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amm1812
3 years ago
11

Which answer best completes the sentence?

English
1 answer:
Charra [1.4K]3 years ago
6 0
A, wittiest because it makes the most sense in the sentence.
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How did literacy contribute to pizarros capture of atahualipa
Basile [38]

Answer:

Hope this helps....

Explanation:

Literacy gave the Spanish access to “a huge body of knowledge about human behavior and history” Atahuallpa and other native peoples, in contrast,

had never been exposed to the Spaniards or any other “invaders from overseas"  Had he been aware of information about similar threats of colonization, Atahuallpa may not have “walk[ed] into [Pizarro’s] trap” (p. 76) so readily.

4 0
4 years ago
Conventions of English 11:Question 4
polet [3.4K]

Answer: there are many reasons

Explanation:

3 0
4 years ago
Team up with a partner and analyze Shakespeare's The Tempest.
Y_Kistochka [10]

The Illusion of Justice

The Tempest tells a fairly straightforward story involving an unjust act, the usurpation of Prospero’s throne by his brother, and Prospero’s quest to re-establish justice by restoring himself to power. However, the idea of justice that the play works toward seems highly subjective, since this idea represents the view of one character who controls the fate of all the other characters. Though Prospero presents himself as a victim of injustice working to right the wrongs that have been done to him, Prospero’s idea of justice and injustice is somewhat hypocritical—though he is furious with his brother for taking his power, he has no qualms about enslaving Ariel and Caliban in order to achieve his ends. At many moments throughout the play, Prospero’s sense of justice seems extremely one-sided and mainly involves what is good for Prospero. Moreover, because the play offers no notion of higher order or justice to supersede Prospero’s interpretation of events, the play is morally ambiguous.

As the play progresses, however, it becomes more and more involved with the idea of creativity and art, and Prospero’s role begins to mirror more explicitly the role of an author creating a story around him. With this metaphor in mind, and especially if we accept Prospero as a surrogate for Shakespeare himself, Prospero’s sense of justice begins to seem, if not perfect, at least sympathetic. Moreover, the means he uses to achieve his idea of justice mirror the machinations of the artist, who also seeks to enable others to see his view of the world. Playwrights arrange their stories in such a way that their own idea of justice is imposed upon events. In The Tempest, the author is in the play, and the fact that he establishes his idea of justice and creates a happy ending for all the characters becomes a cause for celebration, not criticism.

By using magic and tricks that echo the special effects and spectacles of the theater, Prospero gradually persuades the other characters and the audience of the rightness of his case. As he does so, the ambiguities surrounding his methods slowly resolve themselves. Prospero forgives his enemies, releases his slaves, and relinquishes his magic power, so that, at the end of the play, he is only an old man whose work has been responsible for all the audience’s pleasure. The establishment of Prospero’s idea of justice becomes less a commentary on justice in life than on the nature of morality in art. Happy endings are possible, Shakespeare seems to say, because the creativity of artists can create them, even if the moral values that establish the happy ending originate from nowhere but the imagination of the artist.

The Difficulty of Distinguishing “Men” from “Monsters”

Upon seeing Ferdinand for the first time, Miranda says that he is “the third man that e’er I saw” (I.ii.449). The other two are, presumably, Prospero and Caliban. In their first conversation with Caliban, however, Miranda and Prospero say very little that shows they consider him to be human. Miranda reminds Caliban that before she taught him language, he gabbled “like / A thing most brutish” (I.ii.359–360) and Prospero says that he gave Caliban “human care” (I.ii.349), implying that this was something Caliban ultimately did not deserve. Caliban’s exact nature continues to be slightly ambiguous later. In Act IV, scene i, reminded of Caliban’s plot, Prospero refers to him as a “devil, a born devil, on whose nature / Nurture can never stick” (IV.i.188–189). Miranda and Prospero both have contradictory views of Caliban’s humanity. On the one hand, they think that their education of him has lifted him from his formerly brutish status. On the other hand, they seem to see him as inherently brutish. His devilish nature can never be overcome by nurture, according to Prospero. Miranda expresses a similar sentiment in Act I, scene ii: “thy vile race, / Though thou didst learn, had that in’t which good natures / Could not abide to be with” (I.ii.361–363). The inhuman part of Caliban drives out the human part, the “good nature,” that is imposed on him.

8 0
4 years ago
How was a school in the 1930’s different from school today
zhenek [66]
The number of students being educated was steadily growing in the first part of the twentieth century, but the Great Depression presented many challenges for students, teachers, and schools. During the Depression, many schools faced budget cutbacks, forcing them to come up with creative ways to keep schools running or close their doors altogether. Although education was highly valued by Americans prior to the 1930's, the limited amount of funds changed the way many Americans thought about education — it was a luxury that could not always be afforded. Now the schools from today are high tech, we have high devices in electronics and more! Hope this helps! Mark brainly please!
5 0
3 years ago
Read 2 more answers
Leila says that a thesis statement
denis23 [38]

Answer:

Lucas because the thesis is what the essay or writing is going to be about. It’s showing the reader what they are going to be reading into that the writer believes is right for the topic

Explanation:

Hope this helps

Correct me if this is wrong

8 0
4 years ago
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