Before writing your response to the prompt below, you might participate in a collaborative conversation to gather ideas. During this conversation, practice the skill of building consensus. Consensus means "general agreement." During your conversation, you and your peers may disagree. In such cases, explore one another’s ideas and opinions and provide evidence and reasoning in support of each claim. The group should listen fairly to all positions and try to come to a general agreement. After your conversation, take note of any disagreements and explain how the group built consensus.


RHETORICAL ANALYSIS: One reason that "Letter from Birmingham Jail" remains one of the best-known texts of the civil rights era is because of the powerful rhetoric that Dr. Martin Luther King, Jr. uses to advocate for nonviolent resistance to racism. Write a response in which you analyze how King uses characteristics of argumentative texts, such as rhetorical appeals and a convincing con

This question refers to a famous text published by Martin Luther King, which is known as the "Letter From Birmingham Jail." This letter was written in 1963 while King was jailed in Birmingham, Alabama after leading a march of black protesters without a permit.

In this letter, King talks about the role of the civil rights movement, and about what should be expected from it. In order to do so, he employs many types of argumentative appeals and literary devices.

An example of such a rhetorical appeal appears in the following quote:

"I have no fear about the outcome of our struggle in Birmingham, even if our motives are at present misunderstood. We will reach the goal of freedom in Birmingham and all over the nation, because the goal of America is freedom. Abused and scorned though we may be, our destiny is tied up with America's destiny (34)."

In this quote, King argues that the destiny of the United States is necessarily connected with the destiny of black people. He also talks about the place of freedom in America. These references establish pathos, as they make an emotional appeal meant to convince people of the righteousness of his fight.

Another example occurs in the following quote:

"A law is unjust if it is inflicted on a minority that, as a result of being denied the right to vote, had no part in enacting or devising the law. Who can say that the legislature of Alabama which set up that state's segregation laws was democratically elected?"

In this passage, King argues that, as black people did not have the vote, they could not have participated in creating the laws of Alabama. Therefore, they should not be expected to follow them. He employs logos, as he makes a logical argument based on sound premises and evidence.

I need a scary story 2 pages long plzz

Need help please. What does the modal verb show in the sentence below?


Dianna, could you please talk to your neighbor more quietly? a) a necessity b) a request for permission c) an ability d) advice e) a certainty

not . a ) d, e). What is the best answer

How valid are social roles? Explain and provide one example to support your answer.

S
1. a_hl___S it is in olympic​

Read this passage from Dragonwings by Laurence Yep.

The demon was a big, cheerful-looking demon with a bland, round face. He eyed father. "I dunno, John." Many demons called Tang men John because, they insisted, they never could get the hang of our real names. "You know anything about horselesses?"

"Some," Father said. Truth to tell, he had never handled a horseless carriage in his life, though he had a book on them and cut out articles whenever they appeared in the demon magazines and newspapers. That was the extent of Father's knowledge. But to know facts is nothing. He had an intuitive feeling for what made the horseless carriages tick. He looked around inside the engine for about ten minutes and then wiped his face absentmindedly, so that the grease stained his cheek. He did not even notice.

Which quote from this passage is an example of indirect characterization?

“The demon was a big, cheerful-looking demon with a bland, round face.”
“Many demons called Tang men John because, they insisted, they never could get the hang of our real names.”
“He had an intuitive feeling for what made the horseless carriages tick.”
“He looked around inside the engine for about ten minutes and then wiped his face absentmindedly, so that the grease stained his cheek.”

1) In line 7, the word “knell” most nearly means...

A. The past tense of kneel
B. The sound of ringing bells
C. A song
D. A type of se animal

2) This poem can be best describes as

A. Celebratory
B. Elegiac
C. Humorous
D. Persuasive

4) The topic of this poem can be best described as

A. The difficulty of continuing life after death
B. The transformative nature of death
C. the just death of the villain
D. Man’s return to the heaven after death

5) In line five, the word “suffer” most nearly means

A. To experience pain
B. To undergo
C. To die
D. To patiently endure

critique metaphysics as a branch of philosophy

We must do something to help the bee population win the battle against a colony collapse or the world faces horrendous consequences. Bees are important to our food chain. The loss of bees would mean the extinction of food as we know it.

What is the purpose of this passage?

1. How should this sentence be changed?
Miss Carson's science cannot be questioned," said oceanographer William
Beebe.
A. Delete the quotation mark after questioned
B. Insert a quotation mark before Miss
C. Insert a quotation mark before science
D. No change needs to be made to this sentence

from the details in this passage, choose the inference that dickens most likely wants readers to make about the members of the board in charge of the workhouse

I NEED ANSWERS FAST PLEASE HELP
(Score for Question 2: of 20 points)
Read the passage. Then answer the question.
Out of Place
“Ben bunu yapmayacağım . . . I will not do that. He can’t have my shoes, he stole my guitar!” Erkan’s eyes looked impudent beneath his dark brow as his cheeks reddened in fury. His gray-whiskered lips trembled as his hand gripped tightly around the nurse’s wrist. The nurse carefully but firmly freed himself from Erkan’s grasp. He then turned to the caregiver who was assisting him, smiled, and said calmly, “Go get Michelle.”
Michelle was scanning boxes of gauze bandages and stacking them onto a shelf in the storeroom when the caregiver came in and announced, “Phillip’s trying to get Erkan to take a shower and he needs your help.” Michelle rushed out of the store room and down the hall to Erkan’s room.
This was the last week of Michelle’s internship. It was her junior year, and the internship was part of her “Workplace and Consumer Education” class. At first she wanted to intern at her dad’s gas station, but her teacher told her she needed to branch out and signed Michelle up at the Oakcourt Nursing Home, only 15 minutes away from her house.
Wearing a Pittsburgh Steelers sweatshirt and jeans, with dark curls pushed back in a hair clip, Michelle stood out from the crowd of nurses and caregivers in white pants and polo shirts who were standing huddled in the doorway of Erkan’s room. She moved past them and rushed to Erkan’s side. As soon as he saw her, Erkan’s face brightened and he stopped looking like a stricken animal and instead looked like someone who recognized a dear old friend.
“He can’t have them, Michelle. I sold them at the corner,” Erkan shouted, pushing his way to Michelle. “He stole my guitar,” he whispered.
“I know, Erkan, but he was only trying to help you get some money to pay for your trip.” Michelle had been frightened by a lot of the residents of the nursing home when she first started the beginning of the semester. Many of them were incoherent and loud, and some could be very aggressive and scary. Erkan often pushed or kicked and ranted. Michelle had started to regret this internship, and she even avoided going near Erkan’s room whenever possible. “He lives in his own world,” Philip, the managing nurse, explained to Michelle after her first encounter with Erkan’s temper.
Still, Michelle had been curious, and she felt sorry that Erkan had a bad reputation among the staff. She too had felt like everyone mistrusted her—especially at the nursing home where she was so much younger than the rest of the staff—so she understood how he must feel. Besides, he was the only person in the whole place with skin nearly as dark as hers.
Over time, she noticed patterns in Erkan’s rants: He would sometimes mention his guitar and his father and the city of Diyarbakir, which she learned is in Turkey. So she decided that the next time she brought supplies to his room, instead of avoiding Erkan, she would play along with whatever he said. If he lived in his own world, then she would try to join him there. Bit by bit, she discovered that he had immigrated to the United States from Turkey when he was very young. His father had saved as much money as possible to pay for his journey, but he needed to sell Erkan’s guitar to help cover the cost. Erkan had moved in with his aunt’s family in Scranton, Pennsylvania, and finished school there. Eventually he got married, had children of his own, and worked for years signing Turkish singers to a small record label. But he’d never quite felt at home in the United States.
“I know he sold your guitar, but you told me yourself he just wants what’s best for you,” Michelle said, while Philip and the caregiver looked on in amazement as Erkan settled into an armchair. “Now why don’t you listen to Philip, take your shoes off, and have a shower?”
“For you, Michelle, I’ll do it.”
You can feel out of place in a country, in the place where you live, or even in your own head, Michelle thought. But if you’re lucky, someone will know how to find you and remind you that we all feel that way sometimes.
In “Out of Place,” how has Ekran’s relationship with Michelle affected him? Discuss interactions between the two characters and explain how Ekran reacts to these interactions. Use evidence from the text to support your response. Your response should be at least two complete paragraphs.
Answer:
Type your answer here.

At the time of this speech, why did America fear communism? What did communism represent to the American people and why? How did history influence this fear?

Change to passive "Has anyone seen the postman?"​

How do some of the challenges described in
these two paragraphs about adaptation differ from Ha's experiences as a
refugees

A figure of speech in which one directly addresses an absent or imaginary person, or some abstraction​

How does dialect help an author portray a historical time period?

A It introduces themes that relate to present times.
B It reminds readers that the characters are fictional.
c It incorporates famous people from the past and present.
d It makes the story seem realistic for that time in history.

Write An Example Of Ethos In '' An Fable For Tomorrow''

Scouts honor describes the narrative you at the end of the story

Which words from the passage show how the the writer feels. 1 their giggles felt like needles. I was quickly getting the picture. They were tossing their locks. This afternoon is going to be so much fun.

Decide whether each source would be considered a primary or secondary source!

Analyzing Exposition
bd
Why then do we continue in this miserable condition?
Because nearly the whole of the produce of our labour is
stolen from us by human beings. There, comrades, is the
answer to all our problems. It is summed up in a single
word-Man. Man is the only real enemy we have. Remove
Man from the scene, and the root cause of hunger and
overwork is abolished for ever.
-Animal Farm,
Why is this passage an example of exposition?
O It introduces one of the main conflicts of the novel.
It introduces several main characters in the novel.
O It describes the physical environment of the novel.
It describes the time period in which the novel takes
place.
George Orwell

SPENCER, North Carolina (Achieve3000, May 17, 2019). Don't ever let anyone tell you that young people can't do great things. Take it from Mrs. Fleming's 7th-grade class at North Rowan Middle School in North Carolina. This compassionate classroom crew is proof-positive that young people can make a difference in the lives of others. And activism can begin with four little words: How can we help?

So how do you go from sitting in a classroom to tackling the problems of the world? For Mrs. Fleming's class, it all started with learning about horrible global events that devastate individuals, families, and communities.

"We planned a trip to Washington, D.C., so that we could immerse ourselves in learning about the Holocaust and refugees," said Mrs. Fleming. "We [also] had the opportunity to participate in a Doctors Without Borders interactive refugee exhibit. We read Achieve3000 articles and novels about refugees, and we watched documentaries and news clips."

Then, the students had yet another extraordinary experience: the chance to speak via video teleconference to a refugee named Lubo, one of the estimated 20,000 Lost Boys who found themselves displaced or orphaned during a deadly civil war that began in Sudan in the 1980s. The students were very moved by Lubo's story as he told them about what he witnessed before he fled Sudan.

"The enemy from the North attacked, people were caught, houses burned, nothing [was] left," student Katie P. remembered him saying. "[It was] really sad because all he had and everything he lived for was no longer there, no one to count on, nothing."

"[We realized that] we usually took everything for granted," said Katie's classmate, Jennifer G. "We never appreciated what we had."

It's one thing to read about history, and quite another to hear from someone who lived it, and who made it clear that Sudan is still affected by life-threatening issues like poverty and lack of access to clean water. The students knew they had to do something, and that's when they asked: "How can we help?"

Soon, they found their answer.

The class was invited by the nonprofit group Mothering Across Continents to host a Walk for Wisdom walkathon to raise money and awareness for impoverished schools in South Sudan. It was a great idea—but the students wanted to take it further.

"We said 'yes,' but asked if we could involve our whole community," Mrs. Fleming said. She joined forces with Karen Puckett, a media specialist at Isenberg Elementary School in Salisbury, North Carolina, which had participated in a school-based Walk for Wisdom for several years.

Meanwhile, the students in Mrs. Fleming's class leaped into action, working in teams to design t-shirts and flyers for the April 2019 walkathon. They also created an iMovie, a website, and a GoFundMe page to help raise money.

Even after all that, the students were just getting started! They planned a Refugee Awareness Community Night at their local bookstore, where they spoke to Ngor Kur Mayol—another Sudanese refugee. The event featured their presentations, art, and writing, as well as a marketplace to raise money for a source of clean water for the students at Nyarweng Primary School in South Sudan.

Mrs. Fleming and her students hope they will eventually be able to exchange messages and photos with the Nyarweng Primary School pupils.

All this might be just the beginning of an ongoing effort. "Our hope is that these events will turn into yearly global events for our county, and that our community will unite for a global cause to help youth in another country," Mrs. Fleming explained.

Needless to say, Mrs. Fleming is extremely proud of how her class has stepped up to help—not that she's surprised.

"Our students have incredible ideas," she said. "All we need to do is listen and encourage. I love seeing where my students' voices and actions can lead us."

And if you want to make a difference in the lives of others, student Kimberly F. has some advice.

"You may think that starting a project to change the world would be difficult," she said. "But if you really put your mind into it, you can achieve amazing things. It can start with a simple act in your community, but you'll see that it will grow and grow."

Most importantly, the students say, don't ever feel like you're too young to make a mark on the world.

"There are many things we are limited to do because we are kids," Katie said. "A lot of people may underestimate [us], but that is what drives us to stand out and help other people."


The best alternate headline for this Article would be __________.

A.Mothering Across Continents Arranges Walk for Wisdom Walkathons

B.Middle School Class Creates GoFundMe Page To Raise Money

C.Students Use Achieve3000 Articles To Learn About Tragic World Events

D.Students Tackle Global Problems One "Step" at a Time

"The doorbell rang. Mama stood and nervously smoothed her skirt. Then she pulled open the door with a mile-wide smile on her lips. "Good evening!" she said. . . .She stepped back to let the Bennetts through. Mr. Bennett came in first with a suitcase. Mrs. Bennett followed with two shopping bags and Caleb brought up the rear holding a big box." ---What is the effect of the hyperbole on the passage's meaning and tone?
A. It shows that the narrator's mother is angry.
B. It implies that the narrator's mother is exaggerating her feelings.
C. It suggests that the narrator's mother is close friends with the visitors.
D. It suggests that the narrator's mother is excited for the salesperson at the door.

The accused’s fate would be decided in the king’s arena;the arena well deserved its name

TRUE OR FALSE?????

A writer is working on a research paper about whether schools should ban junk food or not. One of the paragraphs in his paper reads:

The article “Junk Food in Schools: Should Schools Restrict the Sale of Junk Food?” provides an overview of some concerns related to the food available to many school students: “Having junk food in schools, proponents contend, contradicts the message that parents, teachers and administrators are trying to impart to students—that eating good food is the key to good health. That message is undercut when unhealthy foods are so readily available, and have been approved by schools themselves, they argue. ‘We talk a lot about healthy nutrition, we teach the kids about the food pyramid, and then they go down the hallway and get the high fat, high sodium and high junk available in the vending machines,’ Senator Murkowski told the New York Times” (“Junk Food”). But this isn’t true. In my high school we didn’t have any vending machines.

This paragraph effectively relates the writer’s source material to his ideas about junk food.

Read the quotation from "To My Dear Loving Husband."


"I prize thy love more than whole mines of gold,

Or all the riches that the East doth hold."


These lines contain an example of

simile.

metaphor.

hyperbole.

synecdoche.

What does this conflict reveal about the dogs?
The character vs. character conflict shows Buck's
assertiveness as leader.
O The character vs. character conflict shows the
team's dislike of Buck.
The character vs. society conflict shows the daily
routine in camp.
The character vs. society conflict shows the team's
cooperation on the trail.

Which words in the sentence are proper nouns and should be capitalized? Choose three words. When the U.S. constitution was written, it was a hot and sunny day in philadelphia, pennsylvania.

A. pennsylvania
B. constitution
C. hot
D. day
E. philadelphia
F. the
G. was

PLEASE HELP!!!! I WILL MARK BRAINLIEST!
Who recognizes Odysseus through his disguise?

Laertes
Telemachus
Eumaeus
Argos
Amphinomus

Which sentence has the MOST objective tone?
The Northeast has at least five months of cold weather, which is four months too
many.
O We have a long, dreary wait until the beginning of spring.
O I can't agree with the poet that April is a cruel month.
O The northern United States is statistically colder for longer than the South.