Answer: The monster challenges readers to recognize that a monster could be an ordinary person, not just an outcast.
Explanation:
Answer: c. imagery, dialogue, and characterization instead of plot and language
Explanation: when comparing themes, consider similarities and differences between the themes and how they are expresses. Similarity: poetry and fiction have the commonality of plot to reveal theme, differences: imagery&dialogue reveal a lot about theme in poetry:), but not as much in fiction
Answer:
The image created in my mind was that of a ship on the sea, completely away from dry land, where you can only see a blue immensity and nothing else.
Explanation:
The text shown in the annex, emits a series of adjectives, which allows us to create a mental image, visualizing the same as the narrator. This narrator is on a ship, which has lost contact with its base on land and is in the middle of the ocean. The narrator states that he can only see the waves of the sea and the fish. With this we can create a mental image of a blue immensity, which represents the sea, with a tiny ship in the center.
Explanation:
Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing"[1] with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use.[2] In other words, humans in literate societies have sets of practices for producing and consuming writing, and they also have beliefs about these practices.[3] Reading, in this view, is always reading something for some purpose; writing is always writing something for someone for some particular ends.[4] Beliefs about reading and writing and its value for society and for the individual always influence the ways literacy is taught, learned, and practiced over the lifespan.[5]
Some researchers suggest that the history of interest in the concept of “literacy” can be divided into two periods. Firstly is the period before 1950, when literacy was understood solely as alphabetical literacy (word and letter recognition). Secondly is the period after 1950, when literacy slowly began to be considered as a wider concept and process, including the social and cultural aspects of reading and writing,[6] and functional literacy (Dijanošić, 2009).[7]
