Answer:
He uses a serious but friendly tone.
Explanation:
In the essay "The Reader as Artist" Toni Morrison reveals how delightful it is to have reading as a way of practicing art. In this essay he shows how reading as a skill is different from reading as an art.
In reading as a skill we can read the words of a text with mastery, but in reading as art we savor every detail of the text's construction, we reflect on the author's choices and we are able to visualize the characters, smells, flavors and the written environment in detail . In other words, we can affirm that reading as art is a form of immersion in the text, where we are taken completely to the right of the presented story and perceiving its smallest details.
In this essay Morrison uses a serious but friendly and sympathetic tone.
The intended purpose of pamphlets like Common Sense and The Crisis #1 were to build public opinion for something that was very controversial: American Independence from the British Crown. It is important to remember that many people living in the American colonies considered themselves to be, first and foremost, British.
It was considered treasonous by many in the Colonies to declare the need for independence. There needed to be a publicity campaign to build American support for revolution, and these pamphlets helped to create that debate and convince people of something that was once considered unheard of.
Answer:
the story of the lion and the mouse
Explanation:
The moral of the story is that mercy brings its reward and that there is no being so small that it cannot help.
In the story, a lion(symbolizes the powerful), decides to spare the life of a mouse(symbolizes the ignored or the powerless). And the underlying message of the fable is to value even your smallest friends. because they can help you when you need it the most
In By Any Other Name, the author tries to show the tension and discrimination she and he sister face in an Anglo-Indian school.
- During the colonial rule, the British setup schools based on the British curriculum in India, with education taught in English.
- In By Any Other Name, the author describes the tension between the Indian and British people.
- The conflict began when Premila examine the behaviours of British teachers towards them. She changed her point of view on British culture when a conflict between her and her teacher occurred in school.
- Premila was bothered that her teacher made her and other Indian classmates sit at the back of the room, separated by everyone else, and declared that Indians tend to cheat.
- Premila changed her perspective on British culture from positive to negative when her teacher putting a sarcastic cultural stereotype on her.
- Multiculturalism became one of the main themes in the memoir as it describes the cultural diversity from different countries and cultural backgrounds that come together in one place.
Therefore, we can conclude that the story the author portrayed in the memoir the British in India indicates the objection from Indians because of the absence of culture in school.
Learn more about "By Any Other Name" here:
brainly.com/question/2285492
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).
