Hello. This question is incomplete. The full question is:
Read this excerpt from james baldwin's "notes of a native son":the day of my father's funeral had also been my nineteenth birthday. as we drove him to the graveyard, the spoils of injustice, anarchy, discontent, and hatred were all around us. it seemed to me that god himself had devised, to mark my father's end, the most sustained and brutally dissonant of codas. and it seemed to me, too, that the violence which rose all about us as my father left the world had been devised as a corrective for the pride of his eldest son.which sentence best explains how the structure of the excerpt supports the author's purpose?
a.it ties baldwin's father's funeral to his birthday and shows that the author is angry that his father died on that day. b.it compares a term signifying the end of a musical piece with his father's death to illustrate the finality of death. c.it contrasts the somber mood of a funeral procession with the happy memories baldwin has about his father. d.it interweaves elements of narrative and commentary to convey the message that hatred is destructive.
Answer:
d. it interweaves elements of narrative and commentary to convey the message that hatred is destructive.
Explanation:
The text above was taken from the autobiography of a black author, who wanted to show the violence, intolerance and injustices that racism caused in a society. He presents these themes well in the excerpt shown above, where the structure allows the author to interweave elements of narrative and commentary to convey the message that hate is destructive and how it shook his family and transformed a moment of celebration into a moment of mourning.
Answer:
Essential Question/Assumption: “What is taught is what is learned.”
I disagree with this assumption.
Students are taught language in class for them to learn based on the curriculum that needed to be completed by the students and the teachers. They are given those important language modules with contents and lessons like grammar, vocabulary, pronunciation, etc. Indeed, they are taught with information but it doesn’t mean they acquire them. It all boils down if the taught language is acquired or just another information delivered but passively learned.
Basically, what is taught in class is controlled and normally followed a rote learning process aiming to get good scores in exams. This kind of learning is very objective and information learned is forgotten day by day when the information learned is not relevant to daily conversations.
We can see that students who passively learned English through movie watching, constant reading can learn more quickly than those students diligently study words and verbs which are taught in class.
You would be surprised when a teacher asks a student a particular idea taught in class. However, student can answer more sensible information aside from what is taught, since answers are based on student understanding, which is not directly taught by the teacher. The student comes up with answers based on her/his research, previous readings, instructions from home or peers. So learning is not limited to what is taught but it’s more of synthesizing everything. The fact about what is taught in class is just bridging the information students have learned previously.
Somehow what is taught is just an additional information that can help students improve their language learning. Aside from what they have learned in class, they also have their extra reading and information that can help them improve in learning a language.
Answer:
The repetition of "what" within the poem's lyric structure emphasizes all the different ways that the speaker's feelings are like winter
Distinctive has a positive connotation.
