Answer:
He does not have time to look elsewhere for a ship is the correct answer.
Explanation:
First of all, the narrator sets a short period of time as a deadline when he says <em>within two weeks</em>, which suggests a sense of urgency. The modal verb have got to also shows that the action is mandatory or necessary, increasing this sense of urgency that limits time to look for a ship in any other place.
Answer:
This chapter, set in the southernmost districts of British India in the first half of the twentieth century, argues that the colonial police were not an entity distant from rural society, appearing only to restore order at moments of rebellion. Rather, they held a widespread and regular, albeit selective, presence in the colonial countryside. Drawing on, and reproducing, colonial knowledge which objectified community and privileged property, routine police practices redirected the constable’s gaze and stave towards ‘dangerous’ spaces and ‘criminal’ subjects. Using detailed planning documents produced by European police officers and routine, previously unexplored, notes maintained by native inspectors at local stations, the chapter argues that colonial policemen also acted as agents of state surveillance and coercion at the level of the quotidian.
Explanation:
Hi! :) The tone is the feeling the the author creates using their words. A writer can make a story feel scary if they use words that indicate that mood like if they described a hauted house. They would say that it is dark, makes creaking noises, abandoned, old, or mysterious. The tone of a story creates the setting and mood for the reader to relate to and feel more engaged with the story.
Answer:
Using Colin Powell's 2003 pre-war speech to the UN as a case study, this essay illustrates ways in which discourse analytic methods can serve investigations of constitutive rhetoric. Prior to the speech, Powell's reluctance to go to war and his skepticism of the need for military action in Iraq was well known. His conversion to the administration's position was key to the persuasiveness of the speech. Thus, within the speech he needed to reconstitute his ethos from doubter to advocate. The analysis focuses on how specific linguistic qualities such as modality, positioning, narrative, and evaluation assist Powell in doing so. These discourse analytic tools reveal ways in which discrete linguistic moves contribute to the constitutive work of ethos formation and re-formation.
Explanation:
