Identify the sentence parts by placing the red abbreviations in their correct locations. Put parentheses around the prepositional phrases. Identify the subject, verb, and any complements (direct object, indirect object, subject complement, objective complement).
1.dianna gave george a cold shoulder at the party
2.mains eastern boundary is the western edge of the atlantic ocean
3.on friday esther showed the jeweler an antique neckace
4.the man in the back row brought his friends with him
5.jason had a birthday party at his favorite mexican restaurant
6.harrys father is seattles wealthiest citizen
7.the committee elected george chairman
8.those mustard pickles taste too sour for me
9.the pilot told the crew about the damages
10.sandys throw the first base was short
11.the only car for him is one of those new gtos
12.the gerrards consider their son a genius
13.take the book to your mother
14.the grey-blue ocean stretched out before him
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And argument does not always have to be made in words. which of the following best describes the type of argument a piece of music makes
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What element does susan b. anthony include in this passage to strengthen her argument?
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Plz im willing to put all my points on the line for this so it would be very nice if u guys could (there is also brainliest on the line)think of an intense argument you had or witnessed sometime in your life. close your eyes and remember every detail. to turn this into a dramatic scene you will need to make changes that will make it make more sense to the audience 500-600 words a description of the set up that explains what happened before the scene diction that matches the characters character objectives and obstacles are clearly conveyed a scene that escalates in dramatic intensity diction that is appropriate to the audience words that are not wasted in idle chit chat action (stage directions) that enhance the scene proper formatting for dramatldr i need a 500- 600 word argument that is understandable ot a high school audience
Answers: 1
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