Answer:
"I've got a brilliant plan" said David excitedly
"I plan on helping students that doesn't speak English" said David. David's plan was to create a system that help exchange students to understand english better "it will be a system and all schools should use it" said David this system was a device that would translate words for the students that would be small and easy to carry. "it will of so much help while they get taught in classes " said David. David's device is going to help exchange students to do their best in school "it's going to work!" said David.
The correct answer is: It gives an intimate view inside the main character
The main character's point of view and the way he is said to relate to what is around him, through his preferences, his perceptions, his senses, bring to the story a more intimate view of this character. Excerpts like "I never seem able to" or "my ability" show strengths and weaknesses of the character. His strength was to be a good listener, his weakness would perhaps be his shyness or sense of inability to comment.
Answer:
The authors use of a third person limited perspective allows for the main character's thought to be carried out with descriptive diction and implication towards the other characters and the setting. Dialogue is also used frequently between the characters allowing the reader to infer farther plot details and characterization, especially with the diction the characters use to describe each other and other characters. Though the characters are relatively descriptive with their language, they remain ambiguous about what they know and how they describe their opinion of others. "Then you know practically nothing about my aunt?" pursued the self-possessed young lady. "Only her name and address," admitted the caller. He was wondering whether Mrs. Sappleton was in the married or widowed state. An undefinable something about the room seemed to suggest masculine habitation." This creates a suspense between the reader and the plot by only cluing them in a bit at a time with the same knowledge that the character is receiving, and not giving the reader an insight via dramatic irony, as some stories do. This choice gives the author complete control on how much information the reader can receive at a time, therefore drawing oue the storyline. "Her tragedy?" asked Framton; somehow in this restful country spot tragedies seemed out of place. "You may wonder why we keep that window wide open on an October afternoon," said the niece, indicating a large French window that opened on to a lawn. "It is quite warm for the time of the year," said Framton; "but has that window got anything to do with the tragedy?"
Towards the end, the upfrontness of the the child knowing more about the tragic story more than the adults is shocking to the reader, as the juxtaposition between the characters increases with the new information and how it is delivered. They never came back. In crossing the moor to their favorite snipe-shooting ground they were all three engulfed in a treacherous piece of bog. It had been that dreadful wet summer, you know, and places that were safe in other years gave way suddenly without warning. Their bodies were never recovered. That was the dreadful part of it." Here the child's voice lost its self-possessed note and became falteringly human." The ending of the story brings back the original ambiguity to distract the reader from the very dramatic moment that just happened previously and putting them back into the original small-talk between the characters that the story started with. "I hope Vera has been amusing you?" she said. "She has been very interesting," said Framton. "I hope you don't mind the open window," said Mrs. Sappleton briskly; "my husband and brothers will be home directly from shooting, and they always come in this way."
Explanation:
Answer:
A-The groom froze in place, wondering if he had made a huge mistake.
Explanation:
It describes how he felt and wonder
Answer:
"I lived in the first century of world wars" is the opening line of "Poem" by Muriel Rukeyser (1913-1980) an American poet and political activist. Her best-known poems are about social justice, equality and feminism. Her choice of words establishes her anti-war theme and her efforts to oppose war through her poetry: "Slowly I would get to pen and paper, Make my poems for others unseen and unborn. In the day I would be reminded of those men and women, Brave, setting up signals across vast distances, Considering a nameless way of living, of almost unimagined values." She felt her poetry, which would outlive her, would be a message to those "unseen and unborn" who could work to promote peace and justice. "We would try by any means To reach the limits of ourselves, to reach beyond ourselves, To let go the means, to wake." Here Rukeyser was passing on the baton, as it were, to the generations "beyond ourselves" in the hope that they would be more purposeful peacemakers.
