Which of the following best describes an active reading process begin by previewing the text. next, read with a pen in hand annotating as you go.   b. begin by previewing the text. next, go back and re-read the most important sections thoroughly, highlighting key terms.   c. begin by reading the text closely. next, re-read with a pen in hand annotating as you go.   d. begin by reading the text thoroughly, highlighting key ideas. review highlighted sections begin by previewing the text. next, read with a pen in hand annotating as you go.   b. begin by previewing the text. next, go back and re-read the most important sections thoroughly, highlighting key terms.   c. begin by reading the text closely. next, re-read with a pen in hand annotating as you go.   d. begin by reading the text thoroughly, highlighting key ideas. review highlighted sections

What ideal of imagist poetry is best reflected in this poem by ezra pound in which he compares a crowded metro station to a flowering tree branch? in a station of the metro the apparition of these faces in the crowd; petals on a wet, black bough. a. poetry should be about urban subjects and ideas. b. old poetry should be rewritten in a modern style. c. poets should be able to describe ordinary subjects in new ways. d. poets should write about new subjects with conventional techniques.

Read the passage from animal farm. as clover looked down the hillside her eyes filled with tears. if she could have spoken her thoughts, it would have been to say that this was not what they had aimed at when they had set themselves years ago to work for the overthrow of the human race. these scenes of terror and slaughter were not what they had looked forward to on that night when old major first stirred them to rebellion. if she herself had had any picture of the future, it had been of a society of animals set free from hunger and the whip, all equal, each working according to his capacity, the strong protecting the weak, as she had protected the lost brood of ducklings with her foreleg on the night of major's speech. instead—she did not know why—they had come to a time when no one dared speak his mind, when fierce, growling dogs roamed everywhere, and when you had to watch your comrades torn to pieces after confessing to shocking crimes. there was no thought of rebellion or disobedience in her mind. she knew that, even as things were, they were far better off than they had been in the days of jones, and that before all else it was needful to prevent the return of the human beings. whatever happened she would remain faithful, work hard, carry out the orders that were given to her, and accept the leadership of napoleon. but still, it was not for this that she and all the other animals had hoped and toiled. it was not for this that they had built the windmill and faced the bullets of jones's gun. such were her thoughts, though she lacked the words to express them. what was most likely orwell’s purpose for writing this passage? to show that clover is more sensitive to violence than the others to remind readers of major's speech and the original rebellion to present napoleon as a cruel leader unworthy of the animals’ support to represent misled followers and their dashed hopes for better lives

The harlem renaissance dawned in an era of pervasive racism and segregation. although legally "free," many african americans were still bound by ideas that had their roots in the slavery of earlier centuries. identity and freedom are important ideas presented in many of the poems from the harlem renaissance. furthermore, the values of identity and freedom are not unique to particular times and places. as hughes expresses in "dream variations," all humans want to be able to develop their identities in freedom. what role does freedom play in the poems you read in this unit? what is required of a society to enable each individual to be true to his or her identity and be free to live by that identity? write about at least three of the poems, describing how the poet uses imagery to depict freedom and identity, the lack of it, or the desire for it.