Mia 's barrier to critical thinking is 4.<em>thinking that she is too smart</em>. She thinks herself to be that smart because of her intelligence performance- IQ- ; she has been evaluated with a much higher grade -145- than the average. As a consequence, she cannot understand - <em>she gets upset</em> - why she is asked to give an answer to her classmates' different or opposing ideas. She mistakes critical debates for questioning her intelligence; she thinks her 145 IQ is synonymous with the absolute truth.
1. Time is not correct because this is not a factor to be considered when debating critically.
2.lack of understanding. Mia undesrtands perfectly well the teacher's instructions. Her problem is not rational but emotional.
3.IQ philosophy. In fact, Mia 's intelligence has been measured using this IQ philosophy, but it is <em>her attitude</em> what works as a barrier for critical thinking.
In <em>“Part Eight: The Word Shaker”,</em> changes come to Himmel Street.
The change that happens to Liesel is the change from an angry, distrusting character to one that has a strong sense of family and friends.
When the book comes to an end, she has strong personal morals and ethics and although they are challenging to enforce, she stands by them, despite turbulent and testing times.
<h3>What happened in the book?</h3>
This is the character development that centers on the main character, Liesel who is stubborn and strong-willed and always angry at something.
After Himmel Street is bombed, this brings about a perspective change to Liesel as her loved ones are killed by the blast and this shatters her world and she says farewell to Rudy, only after he is dead.
She goes home with the mayor and Frau Hermann arrives and takes Liesel home with them.
Liesel remains in mourning as she refuses to eat and keeps the ash of the Himmel Street bombings on her skin as a form of remembrance, funeral, or respect.
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The purpose is usually to analyze the meaning of the play and understand the themes and messages contained within the characters of the play and the play itself.
To write a letter to someone's guardians:
- First, <u>address the guardians</u>. If we do not know the name of them, write Dear sir or madam. If we do, we write dear Mr (surname) and Mrs (surname).
- In the first paragraph, greet them and introduce the <u>reason</u> for our letter. In this case, it is to inform about the behavior of our friend.
- In the body of the letter, <u>explain</u> in detail the letter's topic. In other words, explain how the person is not assisting to classes and the likely repercussions that this can have. For example, we can inform them about the possibility of failing in tests or the subject or having to attend summer school. Also, we can talk about how this can impact in the future, as regards universities.
- In the last paragraph, there should be a sentence explaining your concern. Besides,<u> </u><u>ask</u><u> </u>the guardians for help.
- Say <u>goodbye</u> in a <u>formal</u> way, such as "yours faithfully or kindest regards." Lastly, sing the letter.
Before writing the letter, brainstorm some ideas, like immediate and long-term consequences for truants in class.
After you have ideas, plan every section of the letter. You can have some draft sentences and a list of connectors that you would use.
Lastly, join the different parts and complete them with some more information or accurate words.
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