This question is missing the options. I've found the complete question online. It is as follows:
Which information from the excerpt best supports the inference that achievement tests ignore imagination as an element of language ability?
A. Tan’s mother would not be able to answer a question like the one described in the excerpt.
B. Tan’s mother could think of several ways to answer a question like the one described in the excerpt.
C. Tan’s mother did not allow her to take tests with questions like the one described in the excerpt.
D. Tan’s mother was disappointed that Tan did poorly on tests with questions like the one described in the excerpt.
Answer:
The best option is letter B. Tan’s mother could think of several ways to answer a question like the one described in the excerpt.
Explanation:
In the essay "Mother Tongue", author Amy Tan discusses the many Englishes that shaped her into becoming who she is. Daughter of immigrant Chinese parents, Tan focuses on arguing how her mother's broken English was perceived not only by herself, but also by others. <u>When Tan mentions the English tests she used to take at school, she shows readers how poorly those tests actually worked in terms of assessing one's ability. Her way to perceive language was different than what was expected from her. Even her mother, whose English was "broken", could see that those fill-in-the-blanks types of activities were trying to limit an idea that actually had almost endless possibilities. There were several ways to fill in those blanks, Tan and her mother both thought, but the school always seemed to expect the most bland, shallow ideas.</u>
Answer:
Critics saw Roosevelt's judicial reform bill as a bill that would give the Federal government more power to control and influence the decisions of the Supreme Court which is a federal judiciary making power more concentrated in the executive branch of the government.
Explanation:
Franklin Delano Roosevelt was the president of the United States of America in the 1930s and he served more than two terms in office.
President Franklin Roosevelt proposed a judicial reform bill after he thought his programs would be rejected with the bill aim in giving him the power to appoint his own preferred additional Supreme Court justices.
We can use process of elimination to determine the name of the monster Beowulf fought.
Chaucer is the last name of the author of <em>The Canterbury Tales</em>. Chaunticleer is also the name of a character in that poem.
William the Conqueror is the name of a historical king that invaded England from France.
That just leaves Grendel, the name the monster that Beowulf fights in Hrothgar's kingdom.
Hello. Your question is incomplete, which makes it impossible for it to be answered. However, when searching for your question on the internet I was able to find another question exactly the same as yours, which questioned what message the author wanted to send when showing hatred as something positive and capable of causing destruction. If that's your case, I hope the answer below can help you.
By showing hate as something that can be both good and bad at the same time, the author wants to show how attractive and satisfying this feeling is, making it very easy for people to feel the urge to feel it and surrender to it, even knowing the destruction and discomfort they may feel afterwards.
Answer:
c. If I were you, I <u><em>would eat</em></u> less chocolate.
d. We will leave without her if she <em><u>arrives</u></em> late.
4.
a. The policeman painted the house.
b. Roma cooked the meal.
c. The students practiced the questions.
d. The helpers are washing the clothes.
Explanation:
In the given sentences, the changes to be made are based on the respective questions given. The sentences after the required changes are given as below-
c. If I were you, I <u><em>would eat</em></u> less chocolate.
d. We will leave without her if she <em><u>arrives</u></em> late.
In these two sentences, the change is done in the use of the verb form.
<em>4. </em>
<em>a. The policeman painted the house.
</em>
<em>b. Roma cooked the meal.
</em>
<em>c. The students practiced the questions.
</em>
<em>d. The helpers are washing the clothes.</em>
In these four sentences, the passive voice is changed into the active voice. This is done by changing the position of the subject and object as placed in the passive voice. Moreover, an active voice is when the verb is acted upon by the subject whereas, in a passive voice, the verb receives the action of the subject.
