In "The Problem that Has No Name," Betty Friedan talks about a problem that she noticed among housewives in the 1950s and 1960s. Friedan argued that, since the end of World War II, the myth of the perfect housewife had been publicized in America as the ideal woman. Society believed that for women to be happy, they needed to be restricted to the domestic sphere and had no public life. However, in this text, Friedan questions such assumptions. She argues that this trend left housewives bored, unsatisfied and unhappy. This was the "problem." She implies that gender equality is better, in the long run, at helping women achieve more happiness and fulfillment. The author's word choice is particularly important in this text, as many of the ideas and sentiments that she expresses were new, and therefore, had not been named before. Therefore, by naming them, Friedan creates a more persuasive text that accomplishes her purpose.
Answer:
pretty much creative nonfiction is still true just more dramatic than nonfiction.
Explanation:
i don't know if this helps.
Answer:
The external conflicts pit Kino against the doctor, the pearl dealers, the trackers, and even the elements.
Explanation:
good thing Im a bookhead
The meaning of the word trifles helps us to understand the little value grow up people give to the feelings of children. Its meaning get clearer when seeing the comparison to the importance is given to the feelings of grow up people. Although, In the Fish I didn’t Catch, written by John Greenleaf Whittier in 1843, the tone seems different. The narrator regrets that fact of not giving much importance to the feelings of children, because when adults pay attention to them children grow more aware of the world and how things really happen. That is the precise meaning of the Fish I didn’t Catch, that lesson taught him since he was a kid, not to boast before something is done. He thanked his uncle for paying attention to his feelings because that helped him grow.
Answer and Explanation:
ELL(English Language learner) proficiency levels are the different levels of comprehension, speaking and fluency of a person whose primary language is a language other than English language. The levels include: beginning proficiency level, intermediate proficiency level, advanced proficiency level, advanced high proficiency level and native level.
The student can read very little except that which is practiced- beginning proficiency level
The student speaks in conversations with some pauses, using content based on terms of familiar topics- advanced proficiency level
The student can use past, present, and future tenses and uses complex sentences that are understood by others most of the time- Advanced proficiency level
The student understands unfamiliar language with support and accommodations- intermediate proficiency level
This student may ask the speaker to rephrase, clarify, or slow down- intermediate proficiency level
This student's writing is marked by grade-appropriate content-based ideas with little linguistic support- advanced high proficiency level
The only difficulty encountered is the occasional naturalness of writing the English language- advanced high proficiency level
