The poem "A Japanese Wood-Carving" has as its theme option A. Art can harness the beauty of the outside world.
<h3>What is theme?</h3>
In literature, theme is the underlying message or idea in a literary work. In other words, it is the message that an author wishes to convey. In the poem we are analyzing here, the theme revolves around art.
The speaker describes a piece of art made of wood. First, she explains what the wood experienced, so to speak, when it was a tree in the forest. Then, she explains that, once carved, that wood conveys a completely different idea.
The carved wood conveys the images and ideas of the artist about the outside world. It shows waves and birds, rather than trees and leaves. That piece of wood, through the hands of the artist, harnessed a beautiful image.
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Read the excerpt from Gilgamesh: A New English Version.
Gilgamesh answered, "Dear friend, dear brother, I cannot kill Humbaba alone. Please stay here with me. Stand at my side. 'Two boats lashed together will never sink. A three-ply rope is not easily broken.' If we help each other and fight side by side, what harm can come to us?"
The author includes this excerpt to establish Gilgamesh as
A.a compelling speaker.
B.a ruthless warrior.
C. devoted servant of Shamash.
D.a long-distance traveler.
The author includes this excerpt to establish Gilgamesh as a compelling speaker.
Answer: Option A
<u>Explanation:</u>
Gilgamesh is a central character and a hero from the epic poem ‘Gilgamesh’, which is all about bravery, courage, overcoming one’s fear, and power.
The excerpt provides a conversation between Enkidu and Gilgamesh, where Gilgamesh mentions that he cannot kill the monster Humbaba alone.
The author here depicts Gilgamesh as a compelling speaker, meaning the one who’s captivating and evokes interest in a powerful way.
When Gilgamesh says, ‘If we help each other and fight side by side, what harm can come to us’ it shows that he is powerful and courageous.
Answer:
C) by giving an example of how Mary Beth Tinker did, in fact, disrupt her mathematics class
.
Explanation:
Petitioner John F. Tinker, 15 years of age, and solicitor Christopher Eckhardt, 16 years of age, went to secondary schools in Des Moines, Iowa. Candidate Mary Beth Tinker, John's sister, was a 13-year-old understudy in middle school.
In December 1965, a gathering of grown-ups and understudies in Des Moines held a gathering at the Eckhardt home. The gathering resolved to pitch their complaints to the threats in Vietnam and their help for a détente by wearing dark armbands amid the Christmas season and by fasting on December 16 and New Year's Eve. Candidates and their folks had recently occupied with comparable exercises, and they chose to take part in the program.
The principals of the Des Moines schools wound up mindful of the arrangement to wear armbands. On December 14, 1965, they met and received a strategy that any understudy wearing an armband to class would be approached to expel it, and on the off chance that he declined he would be suspended until he returned without the armband. Candidates knew about the guideline that the school specialists embraced.
On December 16, Mary Beth and Christopher wore dark armbands to their schools. John Tinker wore his armband the following day. They were altogether sent home and suspended from school until they would return without their armbands. They didn't come back to class until after the arranged period for wearing armbands had lapsed - that is, until after New Year's Day.
