Referencing the end of Act I, Scene I, prove that Shakespeare uses figurative language such as simile, metaphor, personification,
hyperbole, etc. to provide the reader with insight into Romeo’s
characterization. Be sure that you CLEARLY explain what the reader
learns about Romeo’s character traits from the use of these poetic devices.

i have read the novel roll of thunder hear my cry by mildred d. taylor.

1. this isn't like any other story i've read or watched because it is about a black family in mississippi right after slavery in the u.s. had become illegal. most of the novels i have read were about slavery. another point is that the author of the novel used symbolism in a way i haven't seen before. for example she uses thunder as something negative meaning something bad will happen. but by the end of the novel, she made thunder a good thing.

2.   one character that changed during the novel was stacey. stacey is the eldest child of the black logan family. around the begging of the novel stacey was avoiding the white boy jeremy simms. he had a dislike for jeremy's family. but at the end of the novel stacey began to like jeremy.

3. the author starts the novel with the problem that the children of the logan family have to avoid the white kid school bus while walking to school.

the answer is actually c   i just got done with the test.

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the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

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there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”

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explanation:

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