•The prolonged beginning, narrated by a first-grader emphasises how big the world is to children.
•The sentences are long, laced with a lot of punctuation which sounds similar to how young children speak.
• the narrator settled into his ‘frustrated six-year-old silence’ and here, it is emphasised how a six year old communicates when angry, through silence. The author almost mocks this, through the use of sibilance. This proves the worlds ambiguity and how much more the child has to grow.
Here’s a few points to mention, hope it helps:) I’m not sure how old you are, so it may or may not be too complex
It is the evening of August 6. After 12 hours of post-bomb suffering, a Japanese naval launch moves slowly down the seven rivers of Hiroshima, stopping at strategic spots. A young naval officer in a neat uniform announces that there is hope and that the people should be patient because help — a naval hospital ship — is coming. The survivors breathe easier knowing help is on the way.
The expression<em> "the map is not the territory", </em>was first said by the Polish scientist, <em>Alfred Korzybski.</em>
It is a metaphor. There is the reality of something (as perceived by the senses). And there are labels, symbols, abstraction of that reality created by the mind/thought for the sake of convenience, communication, or to make undersanding easier. We are often looking at maps rather than the territory, without realising it. Mind is an expert at doing this.
Korzybski held that many people do confuse maps with territories, that is, confuse models of reality with reality itself. In other words, the description of the thing is not the thing itself. The model is not reality.
Answer: D
Explanation: There is no mistake if you read it the teacher did all of these things
