Answer:
To understand the differences in perspective between the authors or artists.
Explanation:
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Answer:
The answer is b, he has a hint of a defiant streak in the passage it says:he was tired of being a stranger, meaning he isn’t normally like this so that means the answer is b hope this helps
Explanation:
The answer is c to leave out personal opinions
Agree:
•Regular schools are less likely to be pressuring and academically focused which could be a positive thing as it may prevent stress and mental health issues that are caused by pressuring school environments
•More likely to have a greater sense of community and do so much more than just teaching e.g. extra curriculm, non academic lessons (e.g. may cover student support topics such as mental health and alcohol/drug abuse), this will make students more motivated to study as they feel as though they're part of a community
USA POINTS ONLY⇊
•Teachers in regular schools are more likely to be more qualified than teachers in selected schools (In many states, selected school teachers aren’t required to earn a four-year degree from an accredited college, they routinely have less experience and higher turnover, where as teachers in regular schools must have one bachelors degree in a specialized education field)
•Regular schools are less likely to have ethnic segregation in comparison to selective schools (A recent study by Dr Christina Holt from the University of Technology, Sydney found that ethnic segregation is apparent within selective entry high schools)
Disagree:
•Selective schools have a more academic and competition orientated environment which could be seen as a positive thing as it may encourage students to work harder and achieve better results.
•Students are more than likely at similar levels of ability which means that students can thrive as they could work towards the same goal
One of the first aspects of an epic poem one examines to learn about the society the poem derives from is the characterization of the hero: specifically, what makes the hero a hero.
