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egoroff_w [7]
2 years ago
12

Read the passage.

English
1 answer:
Karolina [17]2 years ago
3 0

Answer:

B. After an explosion on Apollo 13, the astronauts took shelter in the lunar module.

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Absence
Blababa [14]

Answer:c

Explanation:

7 0
3 years ago
Review the different types of appeals (logos, ethos, and pathos) and which would be appropriate or inappropriate in an argument
melomori [17]
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3 years ago
"Before her pencil he sat rigid and unflinching, as he had faced the cannon's mouth in days gone by. He resented the intrusion o
Pavlova-9 [17]
3. The third person point of view (the 'he' vs. 'I' in this passage) is voiced by an observer with limited omniscience. 

In this case limited omniscience is shown by the fact that the narrator has feelings about what is occurring. An objective character would remain neutral describing events. 
4 0
3 years ago
Read 2 more answers
The story elements of the story cusi's secret(wonders)
STatiana [176]

Answer:

Lincoln Public School’s reading program is Wonders by McGraw-Hill. There are six units, and each unit consists of six weeks. Skills are taught through an anthology. Along with the anthology, we will have literature groups throughout the year. Literature groups will meet on Thursdays. The skills listed for each unit follow.

Unit 1 -Think it Through

The Big Idea: How can changes transform the way people look at the world?

Week 1 – Perspectives

Essential Question – How do new experiences offer new perspectives?

Stories: “Cow Music,” “Little Blog on the Prairie,” & “The Writing on the Wall.”

Genre: Realistic Fiction

Comprehension Strategy – Visualize

Comprehension Skills: Character, Setting, Plot: Compare & Contrast

Vocabulary Strategy: Context Clues: Sentence Clues

Grammar: Sentence Types and Fragments

Vocabulary: consolation, glimmer, heinous, indispensable, perception, phobic, sarcastic, threshold

Week 2 – Alliances

Essential Question – Why do people form alliances?

Stories: “Drumbeat of Freedom,” “The Mostly True Adventures of Homer P. Figg,” & “Enough.”

Genre: Historical Fiction

Comprehension Strategy: Visualize

Comprehension Skills: Character, Setting, Plot: Sequencing

Vocabulary Strategy: Context Clues

Grammar: Subjects and Predicates

Vocabulary: adversity, alliance, confinement, inflicted, reminisce, retrieved, smuggle, spindly

Week 3 – Environments

Essential Question – How do life forms vary in different environments?

Stories: “The Secret World of Caves,” “Journey into the Deep,” & “Extreme Exploration: An Interview with Dr. Eva Ramirez-Llodra.”

Genre: Expository Text

Comprehension Strategy: Reread

Comprehension Skills: Main Idea and Key Details

Vocabulary Strategy: Word Parts: Greek Roots

Grammar: Sentence Combining

Vocabulary: classification, compartment, engulfs, flanked, maneuvering, obscure, species, submerged

Week 4 – Dynamic Earth

Essential Question – How do natural forces affect Earth?

Stories: “The Monster in the Mountain,” “Into the Volcano,” & “Donna O’Meara: The Volcano Lady.”

Genre: Narrative Nonfiction

Comprehension Strategy: Reread

Comprehension Skills: Main Idea and Key Details

Vocabulary Strategy: Figurative Language: Metaphor & Similes

Grammar: Clauses and Complex Sentences

Vocabulary: cascaded, documentation, dynamic, exerts, plummeting, pulverize, scalding, shards

Week 5 – Using Money

Essential Question – What factors influence how people use money?

Stories: “Making Money: A Story of Change,” “The Economic Roller Coaster,” & “Our Federal Reserve at Work.”

Genre: Informational Article – Expository

Comprehension Strategy: Reread

Comprehension Skill: Author’s Point of View

Vocabulary Strategy: Word Parts: Root Words

Grammar: Run-On sentences & Common Splices

Vocabulary: available, basically, factors, fluctuate, formula, inventory, manufactured, salaries

4 0
3 years ago
5. Analyze the claim the author makes about distracted teenage behaviors and evaluate whether the evidence used to support this
WARRIOR [948]

Answer:

After realizing a trial with green and red circles, where the participants had to find a correct target in order to obtain a reward, Zachary Rooper and his team announced that the attention of adolescents is related to rewarding information.  

<em>Once the  teenage brain has linked a behavior to that reward, it continues to seek the reward again and again.   That’s why teens are likely to opt for the reward of social media when they should be studying. Or why  they respond to texts while driving. </em>

Explanation:

This evidence cannot be sufficient to support his statement that teenage brains are constantly seeking to reward. Teenage distractions and lack of attention could be related to their studying habits and their interests, not with the rewards they are expecting from social media websites. Although the rewarding system can motivate middle school and high school students, it should not be related to another habit in their life. It's true that many parents reward their children for achieving good results at school, but their concentration is also related to their personality, study habits, etc.

Therefore, Rooper's statement could be partially applied to the teenage population, but it shouldn't determine their behavior, as some of these behaviors are related to their age and the essential period of their development.

3 0
3 years ago
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