SUMMARY PLOT OVERVIEW
Anne’s diary begins on her thirteenth birthday, June 12, 1942, and ends shortly after her fifteenth. At the start of her diary, Anne describes fairly typical girlhood experiences, writing about her friendships with other girls, her crushes on boys, and her academic performance at school. Because anti-Semitic laws forced Jews into separate schools, Anne and her older sister, Margot, attended the Jewish Lyceum in Amsterdam.
The Franks had moved to the Netherlands in the years leading up to World War II to escape persecution in Germany. After the Germans invaded the Netherlands in 1940, the Franks were forced into hiding. With another family, the van Daans, and an acquaintance, Mr. Dussel, they moved into a small secret annex above Otto Frank’s office where they had stockpiled food and supplies. The employees from Otto’s firm helped hide the Franks and kept them supplied with food, medicine, and information about the outside world.
The residents of the annex pay close attention to every development of the war by listening to the radio. Some bits of news catch Anne’s attention and make their way into her diary, providing a vivid historical context for her personal thoughts. The adults make optimistic bets about when the war will end, and their mood is severely affected by Allied setbacks or German advances. Amsterdam is devastated by the war during the two years the Franks are in hiding. All of the city’s residents suffer, since food becomes scarce and robberies more frequent.
Anne often writes about her feelings of isolation and loneliness. She has a tumultuous relationship with the adults in the annex, particularly her mother, whom she considers lacking in love and affection. She adores her father, but she is frequently scolded and criticized by Mr. and Mrs. van Daan and Mr. Dussel. Anne thinks that her sister, Margot, is smart, pretty, and agreeable, but she does not feel close to her and does not write much about her. Anne eventually develops a close friendship with Peter van Daan, the teenage boy in the annex. Mr. Frank does not approve, however, and the intensity of Anne’s infatuation begins to lessen.
The main verb is also called the lexical verb or the principal verb. This term refers to the important verb in the sentence, the one that typically shows the action or state of being of the subject. Main verbs can stand alone, or they can be used with a helping verb, also called an auxiliary verb.
Helping verbs do just what they sound like they do—they help! Different helping verbs help or support the main verb in different ways. For instance, they can show tense (which indicates when an action happened), ability, intention, or possibility. The primary helping verbs are to be, to do, and to have. To better understand how helping verbs support main verbs, consider the examples below:
I am driving to the beach.
Here, the auxiliary verb “am” (a form of to be) lets the reader or listener know that the main verb in the sentence—in this case, “driving”—is happening continuously in the present. Different forms of to be could be used as a helping verb to explain when the driving is occurring (e.g., was driving, will drive, or had been driving).
The answer is:
Audiences perspective of the story.
The answer is C as it is said at the start of the introductory paragraph I hope this helps
Answer:
Don't limit yourself, aspire to achieve greatness, even if it seems impossible or impractical.
Explanation:
