HELP PLEASE Representative Weaver claims that his bill is motivated by "safety." "Nearly half of all accidents involve people under the age of 21," Representative Weaver claims.
"Raising the driving age," he adds, would mean raising the level of safety on America's roads." But I would ask Representative Weaver the following questions: Do not nearly half
of all accidents involve men? Wouldn't the streets be safer, then, if male drivers were abolished? And what about the percentage of accidents occur on paved roads? Should we do
away with paved roads, too?
Here are some more questions I would like to ask Representative Weaver: If the driving age is raised to 21. what will happen to all the afternoon jobs, the sports, and programs that
require some sort of transportation? What will happen to America's economy (and its spirit) when high schooler students can no longer work at restaurants?
"A teenager behind the wheel is the symbol of American youth," writes author Peter Chacha. What will happen to this symbol if Representative Weaver's plan is approved? Weaver
also claims that a majority of seat belt violations are the fault of the under-21 crowd. But let me ask you this: Do people under the age of 21 really wear their seat belts less often
than older people, or are they just caught more often? We know the police have their eyes on the teenagers, but are they looking at the adults as well?
Select the correct answer
Which supporting claim does the author offer to support the argument?

A. Teenagers need to drive to participate in activities and jobs

B. Teenagers are better drivers than most adults.

C. Teenagers can learn more rules about driving safety

D. Teenagers learn to drive better later by starting young

Read the sentence.what is the verb tense and aspect? susan will be working as a camp counselor this summer.oofuture progressivefuture perfectsimple futurepresent progressiveo

Welcome to the vocabulary assessment. by connecting with words in a more interactive way, through a graphic organizer that includes your own ideas, we hope you will learn new vocabulary strategies to integrate into your course work and your everyday life. objectives: use a variety of techniques to acquire a range of words determine, clarify, and illustrate the meaning of unfamiliar words to ensure that you properly and successfully complete the vocabulary assessment, do the following: complete the assessment using the passage provided. select a word from the passage, and identify/create each of the following for that word: denotation connotations synonyms antonyms affixes the sentence from the passage where the word appears an original sentence using the word a memory trick type your responses in the appropriate boxes. after you have typed your responses, print your graphic organizer and submit it to your teacher. be careful not to refresh the page before printing, as some browsers will not save your work. passage from "the pit and the pendulum" by edgar allan poe very suddenly there came back to my soul motion and sound—the tumultuous motion of the heart, and in my ears the sound of its beating. then a pause in which all is blank. then again sound, and motion, and touch, a tingling sensation pervading my frame. then the mere consciousness of existence, without thought, a condition which lasted long. then, very suddenly, thought, and shuddering terror, and earnest endeavor to comprehend my true state. then a strong desire to lapse into insensibility. then a rushing revival of soul and a successful effort to move. and now a full memory of the trial, of the judges, of the sable draperies, of the sentence, of the sickness, of the swoon. then entire forgetfulness of all that followed; of all that a later day and much earnestness of endeavor have enabled me vaguely to recall.

Me for the love of god. i've been working on this assignment for 3 days and i don't understand the speeches at all ive read both 4 times over and i don't understand either of them if your right i will give you brainlest (i think that's how you spell it) and 99 pts. for this assignment, you will write an evaluation of either of two historic passages. • patrick henry’s “give me liberty, or give me death! ” speech (1775) • frederick douglass’s address, “what to the slave is the fourth of july? ” (1852) 1. what is the speaker’s viewpoint? what is his claim? type your answer here. (score for question 2: of 2 points) 2. what reasons does the speaker provide to support his viewpoint or claim? type your answer here. (score for question 3: of 4 points) 3. how valid are the speaker’s reasons for his claim? use evidence from the text to support your answer. type your answer here. (score for question 4: of 2 points) 4. what evidence does the speaker provide to support his reasons? type your answer here. (score for question 5: of 4 points) 5. is the speaker’s evidence relevant and sufficient? use evidence from the text to support your answer. type your answer here. (score for question 6: of 4 points) 6. does the speaker use fallacious reasoning or logical fallacies? use evidence from the text to support your answers. type your answer here. (score for question 7: of 4 points) 7. what counterclaims or alternate claims does the speaker address, and how does he respond to them? type your answer here. (score for question 8: of 4 points) 8. how effective is the speaker’s response to counterclaims or alternate claims? use evidence from the text to support your answer. type your answer here. (score for question 9: of 4 points) 9. write a one-paragraph evaluation of the speaker’s argument. type your answer here.