In O'Brien's excerpt those sentences are: <span>In a way, it seemed, he was part of the morning fog, or my own imagination, but there was also the reality of what was happening in my stomach. This sentence evokes a bodily reaction and calls it "the reality". It is not just imagined; it really happens. </span><span>I tried to swallow whatever was rising from my stomach, which tasted like lemonade, something fruity and sour. It's as if his body has its own way of processing the distressing information. He feels a very specific kind of nausea, triggered by his mental processes.
In Steinbeck's excerpt it's these sentences: </span><span>In all kinds of combat the whole body is battered by emotion. The ductless glands pour their fluids into the system to make it able to stand up to the great demand on it. They describe a very physical reaction, which is a product of emotional distress. It's as if the body is trying to defend the whole system from detrimental factors.</span>
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the awnser is Everything has a meaning
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Ok so the answer is thx for the points :)
Students are prepared for discussion when they show arguments about the play, justified with evidence present in the play.
Daniela can justify her view of Mrs. Stevenson by showing the moments in the play when Mrs. Stevenson behaves like a tense person, lacking calmness.
Unfortunately, it's not possible to access the students' discussion, as I can't see the clip of that discussion. This prevents me from giving you a specific answer, but I will help you as best I can.
When the discussion about a text will be established among a group of students. These students must prepare themselves before the discussion can be established. This preparation takes place as follows:
- Students should read the entire text and reread it if necessary.
- They must understand all the aspects that the text presents and the message that the text wants to convey.
- They must form arguments about the text, which are opinions they have about the plot, themes, and characters.
- They must confirm these arguments, justifying them with evidence, that is, parts of the text that confirm that the argument is correct.
In this case, when prepared, the students can talk about the text and keep the discussion fluid and active, allowing different arguments to be presented.
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