1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
shepuryov [24]
2 years ago
13

Grammar and Punctuation II Unit Test

English
2 answers:
madam [21]2 years ago
8 0

Answer:

i do not know that

Explanation:

JulsSmile [24]2 years ago
6 0
Where are the questions, if you inserted them, i would be happy to help
You might be interested in
Tonya had sold eight boxes of cookies by the time she realized the money envelope had been lost. Which revision corrects the ina
const2013 [10]
B i think make much more sense
5 0
3 years ago
Read 2 more answers
"The man held steadily on. He was not much given to thinking, and just then particularly he had nothing to think about save that
ValentinkaMS [17]

Answer:

it is B

Explanation:

he would eat lunch at the forks and that at six o'clock he would be in camp with the boys.

8 0
3 years ago
Why is it important to analyze the cultural context of a myth or epic?
Nookie1986 [14]

Answer: B. Understanding the cultural context helps a reader better understand a myth or epic.

Most myths and epics are deeply influenced by the cultural context of the place they come from. Myths usually reflect the values and principles that a particular culture appreciates or rejects. Therefore, knowing more about a particular culture can help the reader better understand an epic or myth. Learning about the culture can provide insight into the people and allow readers to better understand the cultural elements of the story.

7 0
3 years ago
Read 2 more answers
Ill give brainliest PLZ HELP!!!!
Alex

Answer:

Ask any faculty member about how they grade their students, and they will probably explain the precise weights they give quizzes, tests, papers, labs and other factors -- as well as how they average student results over the term to determine a final grade.

Even though the scholarship, technology and pedagogy of postsecondary courses have significantly evolved in the last century, the ways students are graded has remained unchanged. This should come as no surprise, considering that most college and university faculty members receive no training in how to grade, either in graduate school or professional development on the job, and so most typically grade as they were graded. Plus, because faculty members rarely receive support to examine and learn about grading, each professor’s grading policies are filtered through their own individual beliefs about how students learn, how to motivate them and how best to describe student achievement.

As a result, grades often vary within a department and even within a course taught by different instructors. That is particularly true at community colleges, which depend heavily on part-time faculty who are rarely involved in any deep way with the department in which they teach, but it is also often the case in research institutions, where grading is often the responsibility of teaching assistants, who rarely discuss grading practice with faculty members or department chairs.

While faculty members believe that their grading practices are fair and objective, a closer look reveals that they are anything but. And while employers and other institutions rely on those grades as a reliable marker of student achievement, it might shock them to know how much grading practices reflect the idiosyncratic preferences of individual faculty members.

Explanation:

Two examples:

Frequently, faculty members incorporate into a student’s grade many highly subjective criteria -- such as a student’s “effort,” “participation” and “engagement” -- behaviors which the professor subjectively witnesses, interprets and judges through a culturally specific and biased lens.

Many faculty members grade on a curve, which makes grades dependent on the particular students in that particular classroom in that particular term. It unhelpfully describes student achievement not based on what the student learned but rather on how well they did relative to others in the class. Plus, this method translates learning into a competition, which adds stress that undermines collaboration and has been found to inhibit learning.

3 0
2 years ago
Read 2 more answers
True or False. "Fascism [is] the resolute negation of the doctrine underlying so-called scientific and Marxian socialism, the do
Zanzabum

Answer: True

Explanation:

The quote can be traced back to an official government publication of Fascist Italy in 1935 made by Mussolini called "Fascism Doctrine and Institutions"

In this extract the rejection and opposition of socialists and communist views of history and society is shown.

3 0
3 years ago
Other questions:
  • if you were in a conversation, and you were interrupted by another person, what would you say to get the conversation back on tr
    6·2 answers
  • This term is used implying that the quote is the most general in meaning.
    10·1 answer
  • Which is another way to write the nombres 47
    13·2 answers
  • To what extent is Daedalus responsible for his son's death ?
    8·1 answer
  • Why don't we actually use scientific notation in daily communication??
    12·1 answer
  • Enter your answer and show all the steps that you use to solve this problem in
    9·1 answer
  • When analyzing the tone of a text, the reader should note
    10·2 answers
  • How would evolution cause depression ?
    6·1 answer
  • What are the causes of unexpected difference in climate ​
    15·1 answer
  • How does the author connect the ideas about the parks in America throughout the passage?
    10·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!