In my opinion, the correct answer would be D. <span>identifies with her Mexican heritage in a different way than her grandmother. Micaela is troubled with her ancestry precisely because she has to meet other people's expectations. This paragraph doesn't imply that she resents her Mexican roots - she just has her own way of processing things and doesn't want to be coerced into anything.</span>
From National Book Award Finalist Eliot Schrefer comes the compelling tale of a girl who must save a group of bonobos and herself from a violent coup. Congo is a dangerous place, even for people who are trying to do good.
The correct answer would be C. Between classes, during lunch, and sometimes on the bus.
The passage clearly states that cell phones must be in their lockers or vehicles, so cell phones cannot be used during class. It also states that cell phone use is acceptable if it does not distract others or affect their punctuality.
Lastly, the passage states the cell phone use on the bus is determined by the bus driver, so you would be able to sometimes use your phone on the bus.
Hope this helps!
Answer:
To Diana George, poverty is represented by non-profit organizations such Habitat for Humanity in a way of despair, or something that can be easily seen or recognized. Or in the case of this organization and many others, it tries as to find an surfire way to make others empathise with poverty. The problems George identifies as a result of this tactic is that poverty is not always easily recognized, and on even questions that “If it doesn’t look like poverty, then how do we adress it?” (p. 450) The largest, most pressing issue is that seeing poverty in one way instead limits our understanding on how to deal with poverty.
At the very beginning of the article, George creates an anecdote of how she encounters charities. It details her going through her mail and looking over many other poverty organization’s mail. This shows their tactic, of presenting poverty as grim and ragged, while a quote from bell hooks before that states that seeing poverty in one way challenges how people look and deal with it. Providing these two largely contrasting viewpoints, in a way, makes them appeal to different audiences by expressing both her issue and a counterclaim to structure the remainder of textual analysis.
The purpose of George’s textual analysis is to ultimately show that representing poverty as weak and depraving only hinders the fight against it instead of resolving it. Everyday, it’s a question of who is poor and who is not, but that itself is becoming increasingly difficult to tell. This rudimentary mindset eventually leads George to state that “There are certainly many cultural and political reasons for these problems…but I would suggest that the way the way poverty countinues to be represented in this country and on tapes limits our understanding.” So if people continue to see poverty in this sight, the ones that are poor but still have a home or job will challenge this belief. People will not know how to deal with them, and this essentially why George criticizes non-profit organizations such as Health for Habitat
Context clues are hints that an author gives to help define a difficult or unusual word. The clue may appear within the same sentence as the word to which it refers, or it may follow in a preceding sentence. Because most of one’s vocabulary is gained through reading, it is important that you be able to recognize and take advantage of context clues.
There are at least four kinds of context clues that are quite common: 1) a synonym (or repeat context clue) which appears in that sentence; 2) anantonym (or contrast context clue) that has the opposite meaning, which can reveal the meaning of an unknown term; 3) an explanation for an unknown word is given (adefinition context clue) within the sentence or in the sentence immediately preceding; and 4) specific examples (an example context clue) used to define the term.
There may also be word-part context clues in which a common prefix, suffix, or root will suggest at least part of the meaning of a word. A general sense context clue lets the reader puzzle out a word meaning from whatever information is available – and this is the most common kind of context clue. Others describe context clues in three ways: 1) semantic or meaning clues, e.g., When reading a story about cats, good readers develop the expectation that it will contain words associated with cats, such as “tail,” “purr,” “scratch,” and “whiskers”; 2) syntactic or word order clues where the order of the words in a sentence can indicate that a missing word must be (for example, a verb); and 3) picture clues where illustrations help with the identification of a word.
