Answer: A. Sumi panicked when she couldn’t meet her deadline.
D. When her roommates were being loud, Lisa went to the library.
Explanation:
An adverbial clause is referred to as a dependent clause which performs the function of an adverb. This simply means that an adverbial clause modifies or qualifies a verb, or an adjective.
"When" as used in options A and D is an adverbial clause of time. It shows when something happens.
The correct answer is: [A]:
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"People will not get ahead if they do not study."
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Explanation:
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Note that one (1) feature of an "adverb clause" is that an "adverb clause" must begin with a "subordinating conjunction".
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The only answer choices provided that meet this criterion are:
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Choice: [A]: "People will not get ahead if they do not study."
In this sentence, there is a "subordinating conjunction"— which is—" if ".
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Choice: [C]: " Because of the defensive driving lessons, I am probably a better driving today ".
In this sentence, there is a "subordinating conjunction"
— which is—"Because" .
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Note the other criteria for "adverb clauses" — as follows:
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1) Adverb clauses are "modifiers".
2) Adverb clauses contain both a subject AND a verb.
3) Adverb clauses, on their own, do not form complete sentences.
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Consider: Choice: [C]:
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"Because of the defensive driving lessons, I am probably a better driving today."
→ Note: Since the particular clause beings with the "subordinating conjunction—"Because" (in this case) — consider the phrase:
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"Because of the defense driving lessons" ;
→ This is NOT an "adverb clause". An "adverb clause" must contain BOTH a "noun" AND a "verb"— and this particular clause does NOT contain a "verb".
Rule out "Choice: [C] " .
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Consider:
"Choice: [A]: "People will not get ahead if they do not study."
→ <u>Note</u>: Since the particular clause beings with the "subordinating conjunction"—" if " (in this case) — consider the phrase:
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" if they do not study ."
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→ Note the following:
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1) This clause contains BOTH a "noun" —which is: "they" (a subject pronoun referring to "people"); AND a "verb" —which is: "do [not] study" .
2) This clause modifies "people" .
3) This clause is a NOT a sentence if it stands alone.
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Thus; this very answer choice: "Answer choice: [A]:
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→ "People will not get ahead if they do not study."
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→ is the only sentence —
(among the answer choices provided) —
that: 1) is an "adverb clause" ; AND:
that: 2) is the correct answer.
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Answer:
C. An Indian boy
Explanation:
Oberon wanted Titania to give him a changeling boy that was in her custody. The boy's mother was Titania's close friend.
Answer:
Usher was noticeably different
In the figures of the civil watch and the Prince, the brawl introduces the audience to a different aspect of the social world of Verona that exists beyond the Montagues and Capulets. This social world stands in constant contrast to the passions inherent in the Capulets and Montagues. The give-and-take between the demands of the social world and individuals’ private passions is another powerful theme in the play. For example, look at how the servants try to attain their desire while remaining on the right side of the law. Note how careful Samson is to ask, “Is the law on our side, if I say ‘Ay,’” before insulting the Montagues (1.1.42). After the Prince institutes the death penalty for any who disturb the peace again, the stakes for letting private passions overwhelm public sobriety are raised to a new level.
Finally, this first scene also introduces us to Romeo the lover. But that introduction comes with a bit of a shock. In a play called Romeo and Juliet we would expect the forlorn Romeo to be lovesick over Juliet. But instead he is in love with Rosaline. Who is Rosaline? The question lingers through the play. She never appears onstage, but many of Romeo’s friends, unaware that he has fallen in love with and married Juliet, believe he is in love with Rosaline for the entirety of the play. And Friar Lawrence, for one, expresses shock that Romeo’s affections could shift so quickly from Rosaline to Juliet. In this way, Rosaline haunts Romeo and Juliet. One can argue that Rosaline exists in the play only to demonstrate Romeo’s passionate nature, his love of love. For example, in the clichés he spouts about his love for Rosaline: “Feather of lead, bright smoke, cold fire, sick health” (1.1.173). It seems that Romeo’s love for chaste Rosaline stems almost entirely from the reading of bad love poetry. Romeo’s love for Rosaline, then, seems an immature love, more a statement that he is ready to be in love than actual love. An alternative argument holds that Romeo’s love for Rosaline shows him to be desirous of love with anyone who is beautiful and willing to share his feelings, thereby sullying our understanding of Romeo’s love with Juliet. Over the course of the play, the purity and power of Romeo’s love for Juliet seems to outweigh any concerns about the origin of that love, and therefore any concerns about Rosaline, but the question of Rosaline’s role in the play does offer an important point for consideration.
