Alvarez describes how her family reacted to Trujillo’s demands and how that affected their lives when they left the Dominican Republic. Thus, option "C" is correct.
<h3>How the author develops the central idea across the paragraphs?</h3>
According to the given excerpt, we can see that there is a law which is Trujillo as he collects taxes from the people. However, Alvarez decides to refuse and this causes huge problems for him.
The central idea of a passage is the main point or the major reason for writing a book.
As a result of this, we can see that the central idea is that Alvarez is quite stubborn and refuses to obey the requests of Trujillo which leads to unfortunate events.
Therefore, the correct answer is option C
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The word <em>head </em>in the given passage demonstrates how intelligent Benjamin was.
Explanation:
The following passage from <em>The Autobiography of Benjamin Franklin</em> is the one you were given:
My elder brothers were all put apprentices to different trades. I was put to the grammar-school at eight years of age, my father intending to devote me, as the tithe of his sons, to the service of the Church. My early readiness in learning to read (which must have been very early, as I do not remember when I could not read), and the opinion of all his friends, that I should certainly make a good scholar, encouraged him in this purpose of his. My uncle Benjamin, too, approved of it and proposed to give me all his short-hand volumes of sermons, I suppose as a stock to set up with if I would learn his character. I continued, however, at the grammar-school not quite one year, though in that time I had risen gradually from the middle of the class of that year to be the head of it, and farther was removed into the next class above it, in order to go with that into the third at the end of the year.
The options you were given are the following:
- It demonstrates how intelligent he was.
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It indicates he would be a good preacher.
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It shows he was a favorite of the teachers.
- It reveals how self-important he was.
The word <em>head </em>in the given context demonstrates how intelligent Benjamin was. The head of a class is a student with the best grades, so based on that, we can conclude that he was a smart and hardworking student. The best student doesn't have to be the teachers' favorite. A student's grades in no way indicate that they may become a good preacher. Besides that, making a statement about their accomplishments doesn't make one self-important.
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Using Rhetoric to Out Fox in Advertising
Parkinson’s disease affects one in every 100 people over the age of 60, but it can be diagnosed as young as 18. It is a chronic neurological disorder that deteriorates the brain over time. Millions of people world wide are living with Parkinson’s disease; one of those people is actor Michael J. Fox (<em>Spin City, Back to the Future</em>). Fox developed the Michael J. Fox Foundation to help find better treatment options and ultimately a cure for Parkinson’s (Living). The foundation has done several television ads to help promote awareness and raise money to find a cure.
Explanation:
The poem opens with the poet watching the deserted South Boston Aquarium, which he had visited as a child. The ruined building is symbolic both of his lost childhood and of the decay of Boston, undergoing massive urban renewal, which upsets such milestones as the Statehouse and the sculpture of Colonel Shaw.
The statue causes the poet to think of Shaw, an abolitionist’s son and leader of the first black regiment in the Civil War. Shaw died in the war, and his statue is a monument to the heroic ideals of New England life, which are jeopardized in the present just as the statue itself is shaken by urban renewal.
Images of black children entering segregated schools reveal how the ideals for which Shaw and his men died were neglected after the Civil War. The poem’s final stanzas return to the aquarium. The poet pictures Shaw riding on a fish’s air bubble, breaking free to the surface, but in fact, the aquarium is abandoned and the only fish are fin-tailed cars.
This poem is a brilliant example of Lowell’s ability to link private turmoil to public disturbances. The loss of childhood in the early section of the poem expands to the loss of America’s early ideals, and both are brought together in the last lines to give the poem a public and private intensity.
The poem is organized into unrhymed quatrains of uneven length, allowing a measure of flexibility within a formal structure.
