I think that the answer to <em>"What could Mrs. Louis do next to be an effective participant in this discussion?"</em> is <em>"C"</em> or <em>"D"</em> which is......
<em>"C." "Move on to the next topic of conversation to keep the discussion on track
."</em>
<em>"D." "Challenge the validity of the report by questioning Mr. Hollembeak’s research methods."</em>
Ridin' high, when I was king
Played it hard and fast, 'cause I had
everything
Walked away, wonderin' then
But easy come and easy go and it would end
Answer:
It builds a peaceful mood. ... It makes the characters in the story leave their home.
Explanation:
A. Transportation planner Sarah Reidel believes that companies need to encourage employees to take alternate means of transportation, telecommute when possible, and work abbreviated schedules.
Parallel structure is when there is a consistent use of the same grammatical structure. This is especially important when writing a list. In the sentence, the author lists the three things companies can do to help with the transportation problem. The verb structure needs to be the same. Option A is the only choice that has a similar verb structure for encourage, telecommute and work. Other options vary the verb structure sometimes using verbs that end in -ing while others do not. These do not have parallel structure.
Answer:
We have always had stories. They were first told orally as fairy tales, folklore, and epic poems, and were eventually written down. And for as long as we have had stories, we’ve had literature. Stories are usually considered literature when they have long-lasting artistic or social value. Epic poems like The Odyssey or novels like To Kill a Mockingbird are considered literature because they have deeper meanings that go beyond the story. Both stories are meant to do more than just amuse the reader. A pop novel, like a James Patterson book you can buy at the airport, would not traditionally be considered literature because it is not meant to do much more than entertain the reader.
As we’ve transitioned from hearing stories to reading them, our ideas have changed about what kinds of stories have merit. We have always made a point to pass on the stories we value to next generation, regardless of their form. Therefore, it should not be so outrageous to declare that a new form of literature has been forged and needs to be passed on: television shows.
Television shows can be as complex as novels and can provide students with opportunities to learn that novels do not. Yet, there are legitimate concerns about using classroom time to dissect1 television. One issue is that complex television shows tend to have adult or graphic themes not suitable for the classroom. Another concern involves how much time students spend on television. Plenty of students already watch and discuss television in their own time, so is television needed in the classroom, too? Finally, the written word teaches cognitive2 skills that television cannot.
