The correct answer is B. I called for Sadie. Sadie didn't answer. I waited up for Sadie didn't come home.
Explanation:
Parallel constructions involve the repetition of a grammatical pattern including the use of the same tense or grammatical form to express elements of the same importance. This structure is used in the sentence "I called for Sadie. Sadie didn't answer. I waited up for Sadie didn't come home" because in this sentence all the actions are expressed using the simple past tense through verbs such as called, waited, or didn't answer. Moreover, this structure helps the author create a sad tone because all the actions expressed the idea Sadie cannot be found.
The new romantic capers of the knights of the time led to the popularity of romances in the Medieval period.
The statement "The inhabitants of the United States have...properly speaking, no literature." is inaccurate. Literature may work through grammar syntax and semantics but there is no existing standards that would make a piece of work qualify as literature. There is only different levels and complexity but no absolute requirement.
The early bird gets the worm wherever you go
Explanation:
Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing"[1] with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use.[2] In other words, humans in literate societies have sets of practices for producing and consuming writing, and they also have beliefs about these practices.[3] Reading, in this view, is always reading something for some purpose; writing is always writing something for someone for some particular ends.[4] Beliefs about reading and writing and its value for society and for the individual always influence the ways literacy is taught, learned, and practiced over the lifespan.[5]
Some researchers suggest that the history of interest in the concept of “literacy” can be divided into two periods. Firstly is the period before 1950, when literacy was understood solely as alphabetical literacy (word and letter recognition). Secondly is the period after 1950, when literacy slowly began to be considered as a wider concept and process, including the social and cultural aspects of reading and writing,[6] and functional literacy (Dijanošić, 2009).[7]
