Read the following passage from "the tall woman and her short husband." though the tailor's wife was indefatigable she failed to discover how this incongruous couple who passed daily before her eyes had come to marry. she found this most frustrating; it posed a formidable challenge. on the basis of her experience, however, and by racking her brains she finally came up with a plausible explanation: either husband or wife must have some physiological deficiency. otherwise no one would marry someone a whole head taller or shorter. her ground for this reasoning were that after three years of marriage they still had no children. the residents of unity mansions were all convinced by this brilliant hypothesis. but facts are merciless. the tailor's wife was debunked and lost face when mrs. tall appeared in the family way. after reading these paragraphs, what can the reader most likely conclude about how the tailor's wife feels toward mrs. tall and mr. short? (1 point) she respects the unusual nature of their relationship. she is irritated with them for disproving her theories. she pities them because of their physical abnormalities. she dislikes them because they are standoffish and aloof.

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?