The Most Dangerous Game” is the story of Rainsford's transformation of perspective. He begins by having no sympathy with animals—or prey—and ends up experiencing precisely what the prey does when being hunted. But Rainsford can be a little frustrating as a narrative voice.
Answer:
In the sentence, the writer describes:
A. the central idea.
Explanation:
<u>We can define central idea as a declarative sentence whose purpose is to state the main topic of, for instance, an essay or a speech. That topic will be developed and supported with evidence and details throughout the work. A central idea can express a fact as well as an opinion.</u>
The sentence we are analyzing here is an example of a central idea. It states the topic this author will develop. According to him/her, Elizabethan women had oppressive lives. His/her work will expand this topic and support it with historical evidence.
Booker T. Washington (1856-1915) was an educator, author, orator, and advisor to Presidents of the United States. Although he was born in slavery, he fought for the civil rights of African Americans in his country. He went for racial equality and proposed that African American accommodation to segregation should be accompanied by:
- HARD WORK.
- EDUCATION.
- PATIENT.
My sister wanted to ride the roller coaster, but it was raining, so we couldn't. We saw a movie instead, and on the way home we stopped for ice cream.
Hope this helped! If you have any more questions or don't understand, please comment or DM me. :)
Answer:
The ten errors are the one with (*):
One reason for this anxiety is that students are rarely taught to evaluate *their* own work. They have no criterion for *evaluating* their own performance. Instead, they *fell* prey to the whims of chance good or bad marks just happen or depend on luck such as what lecturer they have or *reflect* their level of natural cleverness. This can leave students falling disempowered or *drifted* even if their marks are good. Students can feel very vulnerable and may worry about *suddenly* being exposed as stupid. *Anxiety* may create a vicious cycle such students can not settle down to study can not focus attention can not take *in* what they read or can not remember *what* they learnt and this reinforces their suspicion that really they *lack* intelligence. This is very common so it is important to look on what we mean by intelligence.
Explanation:
1.- Them should be changed for their going from the object pronoun to the possessive adjective.
2.- evaluations changes for evaluating going from the noun to the verb
3.- felt changes to fell felt is for emotions and felt is to become the prey.
4.- The word reflect can be deleted to present two noun phrases as options.
5.- drift changes to drifted to keep cohesion with the previous adjective in the sentence
6.- sudden changes to suddenly going from the adjective to the adverb.
7.- Anxious goes to anxiety from the adjective to the noun.
8.- on goes to in, the use of a different particle gives the idea of absorption of knowledge.
9.- which goes to what to keep a cohesive structure with the previous sentences
10.- lacks goes to lack since it is not a third person and it has to be conjugated differently.