(a) from the text of The Tempest, to support your interpretation of Shakespeare's purpose?

What is the central idea of this excerpt?

Which sentence best describes the biased way the author approaches this topic? boars = bacon. and gammon, chops, sausages and feel your salivary glands begin to tingle at the thought of your teeth sinking into that first tender mouthful, and you will be half way towards a sensible attitude towards these creatures. they’re pigs. porkers, hogs, swine, if you will. they dig up people’s gardens, occasionally attack their dogs, spread disease and generally cause a nuisance. in culinary terms, they’re no different to cows or sheep or any of the other feeble-minded, four-legged frolickers which, in various pasties, pies and other assorted pastry cases, end up on our steaming plates on a daily basis. low in fat but high in deliciousness, by eating a wild boar you aren’t depriving poor little peppa and george of a long-lost cousin, but rather reaffirming your god-given position at the top of the food chain. if a boar could eat you it would, thus i say we should return the favour with interest. so say no to the misty-eyed squealers and man up, tuck in and pig out!

Now close reading is an essential and foundational skill needed to succeed in any language arts course. acquiring this skill will you form a strategy when writing about literature. you will be required to perform and develop this skill as you progress through this course and other courses in your school career. identify and discuss your areas of strength in language arts. what do you do well? what do you like doing in a course like this? why do those tasks work well for you? you can also identify a challenge you have that you’d like to work on throughout this course. use this discussion as an opportunity to give advice to your classmates based on your stronger skills and to ask for with skills you are still developing.