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3 years ago

Read this excerpt from "Wiley, His Mama, and the Hairy Man" in The People Could Fly

English

1 answer:

sattari [20]3 years ago

8 0

Answer:

D. It is important to listen to others' advice

Explanation:

"The People Could Fly" is Virginia Hamilton's collection of folktales. These stories include supernatural tales, animal tales and African folklore tales.

They are written for children so the purpose of each of them is to teach a valuable lesson.

"Wiley, His Mama And The Hairy Man" tells the story of a boy, Wiley, who lived in a swamp with his mother. Hairy Man is a monster that lives in the swamp, and has probably eaten Wiley's father. The Hairy Man is now after Wiley, who needs his mother's help and advice to defeat the monster.

This excerpt shows how Wiley followed his mother's advice and managed to escape The Hairy Man.

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10 pts gaurunteed!!!! Answer to get brainliest!!!!!!!!!!!!!!!!!! No joke boomer!!!!!!!!!!!!!

stiks02 [169]

Research indicates that driver less cars use information to avoid both minor and major car accidents, making them safer than cars with human drivers.

Answer: Option A.

Explanation:

The paragraph in the question talks about the cars which are without a driver. here driver less cars, according to this paragraph prove to be more impactful and safer than the cars which have a human driver in them.

It is said by a study that driver less cars can collect more data to keep the vehicle safe, which human drivers are unable to do which helps them to avoid the major and the minor impact accidents both. So this proves to be more safe.

5 0

3 years ago

Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, A

Oksanka [162]

This question is missing the options. I've found them online. They are as follows:

The first four lines of the poem make up a

a) couplet

b) quatrain

c) sonnet

The last two lines of the poem make up a

a) couplet

b) quatrain

c) paraphrase

Answer:

The first four lines of the poem make up a b) quatrain

The last two lines of the poem make up a a) couplet

Explanation:

The numbers mentioned in the question already give us the answers. A stanza is a group of lines in a poem. If a stanza has only two lines, it is called a couplet. If the stanza has four lines, it is a quatrain.

In this poem by Shakespeare, the first stanza is:

Shall I compare thee to a summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And summer’s lease hath all too short a date;

It is a quatrain with an ABAB rhyme scheme.

The last stanza is:

So long as men can breathe or eyes can see,

So long lives this, and this gives life to thee.

Since it is made up of two lines, it is a couplet. The rhyme scheme is GG.

7 0

3 years ago

Read 2 more answers

Explain how the diction and characterization indicate the author’s purpose for writing about a human rights issue in Enrique's J

cricket20 [7]

Answer:

Enrique, on his journey, went through many fearful situations. The resolution of the plot is that in the end he finally found his mother. The author's point of view was to tell you the story of one boy's journey so that we would have a better understanding of immigration. There were many human rights issues that took place. People were beaten, robbed, raped and had little food to eat. The author wanted people who read her nook to see what immigrants went through to find their family or just a better way to live.

The author is not only telling Enrique's story, but she has also included facts about immigration.

How about now?

6 0

2 years ago

Choose the correct answer

dybincka [34]

Answer:

The answer is "were"

Explanation:

If I were you, I would discuss the situation with my boss.

3 0

3 years ago

writing an article for publication in school magazing explaining three reasons why standard of learning falling in your school

erica [24]

Answer:

When those of us of a certain age lament the loss of public education's good old days, we forget—or perhaps never knew—that when we were in school, there were large numbers of youngsters who dropped out and went to work. We didn't think of them as dropouts. They had no trouble finding jobs: there was plenty of work for semiskilled, even unskilled, workers. Today, however, as those jobs have been exported to other countries and as the U.S. knowledge economy produces proportionally less employment for those who lack a sound education, students who leave school without skills have meager prospects. Unlike in the past, today we have to educate virtually everyone for higher education or for the modern workplace. And because the demands we place on our school system are greater than in the past, the challenge of improving public education is more acute than ever before, too.

Urban schools, in particular, seem trapped in a spiral of poor educational performance. They have 24 percent of all U.S. public school students, 35 percent of all students who are poor, and 43 percent of minority students. A massive survey of urban education released last year by the respected publication, Education Week, concluded that "most fourth-graders who live in U.S. cities can't read and understand a simple children's book, and most eighth-graders can't use arithmetic to solve a practical problem." Slightly more than half of big-city students are unable to complete high school in the customary four years, and many of those who do eventually graduate are ill prepared for either higher education or the workplace.

Public Agenda, a nonpartisan research organization, recently surveyed 450 employers in New York City for the New York City Partnership and Chamber of Commerce and found massive dissatisfaction with the poor preparation of students. Fully 86 percent of the bosses reported their belief that a city high school diploma is "no guarantee that the typical student has learned the basics." Only 7 percent believe that students coming from the city's public schools have the skills they need to succeed in the world of work. Employers especially fretted over students' lack of the most basic skills, citing their poor grammar, spelling, and math, their inability to write clearly or speak English well, and their poor work habits, including disorganization and lateness. Most employers think that the school system does a poor job of managing its resources, and nearly 90 percent agree that the system suffers from "too much bureaucracy." Some 95 percent believe that the system needs fundamental change, and one-third go so far as to say that it needs to be "completely rebuilt." Employers stand ready to help the schools; but in return they want higher standards, reduced bureaucracy, and accountability from them.

The glaring need for remedial education on college campuses is another sign that students are graduating from high school with weak skills. At some branches of the City University of New York, as is notorious, a majority of first-year students fail to pass all three placement tests in reading, writing, and mathematics. But this is not just a New York City problem or even just a big-city problem. Nationally, about 30 percent of all first-time freshmen have to take a remedial course in basic academic skills.

Clearly, some students—recent immigrants or adults who have been out of school for several years and have returned—will need extra help to participate in higher education. But it is also clear that many young people are completing high school without getting a high school education. For everyone involved, it would be far better to g

Given the ever more crucial need for a strong public school system, along with the mounting evidence of the education system's failure to respond, the clamor to change education to make it more effective for all students is intensifying. The changes needed—and some of them already are starting to happen—are of two kinds, and they complement and reinforce each other.

Explanation:

6 0

2 years ago