B. Education, healthcare, and social work I think
Answer:
A.) to endear certain characters to us.
D.) to show characters’ educational levels.
Stowe's use of dialogue enriches the setting of the story in various ways. First of all, it makes the characters more realistic and endears certain characters to us. By representing their speech as it most likely sounded in real life, we feel like we get to know the characters better. This makes us care about them more deeply. Stowe also uses dialect in order to show the educational levels of the characters, as "standard" English is most likely to be used by characters who are literate and have received some education.
Answer:
There are some cautions we want to keep in mind as we fashion our final utterance. First, we don't want to finish with a sentimental flourish that shows we're trying to do too much. It's probably enough that our essay on recycling will slow the growth of the landfill in Hartford's North Meadows. We don't need to claim that recycling our soda bottles is going to save the world for our children's children. (That may be true, in fact, but it's better to claim too little than too much; otherwise, our readers are going to be left with that feeling of "Who's he/she kidding?") The conclusion should contain a definite, positive statement or call to action, but that statement needs to be based on what we have provided in the essay.
Second, the conclusion is no place to bring up new ideas. If a brilliant idea tries to sneak into our final paragraph, we must pluck it out and let it have its own paragraph earlier in the essay. If it doesn't fit the structure or argument of the essay, we will leave it out altogether and let it have its own essay later on. The last thing we want in our conclusion is an excuse for our readers' minds wandering off into some new field. Allowing a peer editor or friend to reread our essay before we hand it in is one way to check this impulse before it ruins our good intentions and hard work.
Never apologize for or otherwise undercut the argument you've made or leave your readers with the sense that "this is just little ol' me talking." Leave your readers with the sense that they've been in the company of someone who knows what he or she is doing. Also, if you promised in the introduction that you were going to cover four points and you covered only two (because you couldn't find enough information or you took too long with the first two or you got tired), don't try to cram those last two points into your final paragraph. The "rush job" will be all too apparent. Instead, revise your introduction or take the time to do justice to these other points.
Here is a brief list of things that you might accomplish in your concluding paragraph(s).* There are certainly other things that you can do, and you certainly don't want to do all these things. They're only suggestions:
include a brief summary of the paper's main points.
ask a provocative question.
use a quotation.
evoke a vivid image.
call for some sort of action.
end with a warning.
universalize (compare to other situations).
suggest results or consequences.
Hi, you've asked an incomplete question. It seems you are likely referring to the online article, The complicated legacy of the Pilgrims by Peter C. Mancall, Andrew W. Mellon Professor of the Humanities, USC Dornsife College of Letters, Arts and Sciences on the actively learn website.
<u>Explanation:</u>
1. The first misconception occurs when we are told that even though many American students have been taught to believe that the Compact signed by the pilgrims was <em>"a stepping stone toward self-government, a defining feature of American constitutional democracy.
"</em> it isn't actually the case, the article explains why,
<em> "After all, self-governing communities existed across Indigenous New England long before European migrants arrived...So </em><em>American self-government</em><em>, however one defines it, was </em><em>not</em><em> born in Plymouth."</em>
<em>2. </em>Another misconception was that the Pilgrims showed kindness and love towards the indigenous people they met, For example, we are told that in 1802, "the future President John Quincy Adams" referring to the pilgrims said, <em>"shown “kindness and equity toward the savages.” </em>However, William Bradford another observer said about the land, <em>“a hideous and desolate wilderness, full of wild beasts and wild men.”</em>
Moreover, the article further says,<em> "...colonists slaughtered Indigenous people on the banks of the Mystic River." </em>This alludes to the fact that there was a very little period of kindness amongst the Pilgrims and the indigenous people they met.
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Answer:
1. What happens in "Birches" by Robert Frost?
Robert Frost had written in his poem describing what he sees in bent birch trees. He said he thinks that they are bent by the boys swinging off of them, but he knows that they are bent by the ice storms. Robert had his own vision of the trees other than the real reason. He used his imagination. The theme of this poem was a way to escape rationality or the truth of the adult world. Like the boy is climbing the tree, a way towards heaven, a place where his imagination can be free, only for a moment.
How do the poem’s language, images, and symbols convey its themes to readers?There are a lot of language types in writing. Such as humor, Puns, structure and repetition, and Verse and Prose. The most suitable language for the “birches” would be blank verse. Blank verse is poems written with no rhyme. It is a sad story but it does have that twist that makes it have a more fascinating picture to it.
Do you prefer this type of modernist poem or more experimental ones? Why?
Yes, because it seems to me more real and not affected by unnecessary decorations.
Explanation:
