De thinks hat the quilts are work of art that are too precious or everyday use.
The answer to your question would be that he punctuation mark that should be used in each sentence is the following one:
- I do not like potatoes. Hoewever, I love sweet potatoes. In this case, you could choose to start the sentence with "however" and then put a comma after it.
- Many people are confused by these punctuation marks: the colon, the semicolon, and the hyphen. In this case, the colon is used to introduce a series of items. The nouns after the colon specify the punctuation marks mentioned.
- After thinking about it for several days, I decided what I had to do- I would apologize to Mrs. Potter. The punctuation mark that should be used here is the em dash. A pair of em dashes can be used in place of commas to enhance readability.
- The day went by in an orderly fashion; there was no trouble from any of the students. In this case, the semicolon is used to join two independent clauses that are closely related.
I believe the answer is d) she does not want people to know about her past.
Answer:
Sentences 4 and 8 are fragments.
Explanation:
T-title: The meaning of the title without reference to the poem. Ponder the title before reading the poem. Make up questions about the title. There are two kinds of titles: interactive titles and naming titles. Interactive titles are
have some sort of interplay with poem itself and can affect its meaning. Naming titles may give less crucial information. If a poem lacks a title, you can do this step with the first line of the poem or skip it.
P-paraphrase: Put the poem, line by line, in your own words. DO NOT READ INTO
THE POEM. Only read on surface level. Translate the poem into your own words. And I mean translate!
Word for word! Find synonyms for every possible word. Summarizing is NOT paraphrasing!
C-connotation: Look for deeper meaning. Contemplate the poem for meaning beyond the literal. Identify and figure out the figurative language.
Diction (word choice) and symbolism
Imagery
Metaphors and similes
Rhyme scheme
End rhymes and internal rhymes
End stop
Alliteration
Assonance
Consonance
Mood
Allusions
Punctuation
Personification Onomatopoeia Apostrophe
Etc., etc., etc.
A-attitude: Look for the author’s tone. How is the writer speaking? After identifying a subject/topic of the
poem, figure out how the speaker (and/or the poet) feels about it.
S-shifts: Look for shifts in tone, action, and rhythm. Don’t just write the line number. Discuss how the shift(s) affects the poem. Note transitions in the poem. Shifts in subject,
attitude, mood, or motif.
T-title: Reevaluate the title as it pertains to the poem. Examine the title again, this time on an interpretive level. Answer your questions. Figure out how the title illuminates the poem. Remember a "naming title" may not mean much. Remember you can do this with the first line of a poem if it lacks a title or you can skip this step altogether.
T-theme: What does the poem mean? What is it saying? How does it relate to life? After identifying a subject/topic of the poem, determine what the poet thinks about the subject. What is hi