The answer is C. <span>London, Jack. White Fang. New York: Macmillan, 1906. Print. MLA style is as follows: Last Name, First Name. Title. Publisher, Year of Publication. </span>
Answer:
Fifty years ago last January, George C. Wallace took the oath of office as governor of Alabama, pledging to defy the U.S. Supreme Court’s 1954 Brown v. Board of Education decision prohibiting separate public schools for black students. “I draw the line in the dust,” Wallace shouted, “and toss the gauntlet before the feet of tyranny, and I say segregation now, segregation tomorrow, and segregation forever” (Wallace 1963).
Eight months later, at the March on Washington for Jobs and Freedom, Martin Luther King Jr. set forth a different vision for American education. “I have a dream,” King proclaimed, that “one day right down in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.”
Wallace later recanted, saying, “I was wrong. Those days are over, and they ought to be over” (Windham 2012).
They ought to be over, but Wallace’s 1963 call for a line in the dust seems to have been more prescient than King’s vision. Racial isolation of African American children in separate schools located in separate neighborhoods has become a permanent feature of our landscape. Today, African American students are more isolated than they were 40 years ago, while most education policymakers and reformers have abandoned integration as a cause.
Explanation:
It creates the feeling of mystery. By drawing out or stretching the suspense for the reveal of true identity, the writer is able to tap into the imagination, curiosity and the feeling of the readers as they continue to formulate their own theories and hypothesis to satisfy their curiosity. An effective way in literature to keep readers invested.
There are two main themes that dominate the story "The Man Who Was Almost a Man" by Richard Wright. These two themes interact and build on each other throughout the story.
The first theme is that of power. This is clear throughout the story in all the decisions Dave makes. In the story, Dave wants to own a gun. However, the gun is seen as a way to become powerful and masculine, something he has been denied. He cannot keep the money he earns, he has to obey his parents, he is not respected among his peers. This leads him to want to accomplish power in any way he can find. Moreover, he is denied this autonomy because of racial reasons.
On the other hand, the story also has a component of a coming-of-age story. Dave wants to achieve autonomy, and he wants to be able to act freely. He also wants to be more independent and more of an adult, which in turn signifies more power. This is why he gets the gun. And in this way, both themes are related and build on each other. However, Dave discovers that having more power does not equal being more of an adult.
