Which excerpt from The Land, Part 4 is an example of direct characterization of Mitchell? O But I also figured Mitchell needed somebody to speak up for him, the same way Mitchell must have figured I
needed somebody to speak up for me on the day we buried my mama.
O At this time, though Mitchell had befriended me more than once in his way over the years, I still did not consider
Mitchell a close friend.
O I asked him if Mitchell could go with us. "He's right good with horses now," I said. "He's gentle with them, and they
trust him."
O Mitchell didn't say anything. He just gave me a look and walked away, but I knew I'd gotten to him.

My necktie rich and modest, but asserted by a simple pin-[they will say: "but how his arms and legs are thin! "]do i daredisturb the universe? in a minute there is timefor decisions and revisions which a minute will reverse.which lines indicate that the speaker is concerned about what others think of him? my morning coat, my collar mounting firmly to the chin,my necktie rich and modest, but asserted by a simple pin-in a minute there is timefor decisions and revisions which a minute will reverse.o with a bald spot in the middle of my hair[they will say: "how his hair is growing thin! "]and indeed there will be timeto wonder, "do i dare? " and, "do i dare? "

Write a description about a boy with blonde hair that falls perfectly without him even trying. not about anything else like clothes or personality.

Asentence teacher gives the following speech. prepare a brief speech to accompany your science project. the speech will be presented to a faculty panel selected as judges. include a summary of your hypothesis, methods, and results. provide an explanation of any pictures or charts one of your poster. also share any complications you encountered during the science fair process. who is the intended audience for the teachers speech? a. young students. b. peers at the science fair. c. teacher evaluators. d. science professionals