O A. To inform the reader about what it is like to attend Explorer's Camp, the author uses a chronological structure that describes a
typical day's activities.
O B. To persuade the reader that wildlife must be protected, the author
uses a proposition-and-support structure that suggests that young
people should be taught to appreciate nature.
OC. To persuade the reader to sign up for Explorer's Camp, the author
uses a chronological structure that shows how the registration
process works.
O D. To inform the reader about what to do at Tift Nature Preserve, the
author uses a proposition-and-support structure that suggests that
the most appealing activities are hiking, tracking, and camping out.

Read the excerpts from the land. [willie] turned to my daddy. "it's my boy mitchell done this, mister edward, and i know there ain't no way t' make it up t' ya if this here horse don't heal right, but i jus' 'bout t' put a strap t' mitchell my own self 'bout what he done. i'm gonna put a strap t' him right now, matter of fact! " with that said, he positioned his whip and turned toward mitchell. *** my daddy stopped and looked at me. "no," he said. "i'm not going to whip you, paul. no, your punishment is that you'll never get to ride ghost wind again. i figure you'll remember that a whole lot longer than a whipping. you won't ride any of the other horses either, including the appaloosa, until i say so." which statement about willie’s and mister edward’s reactions is true? both men believe that their sons should be held accountable for their behavior. both men believe that their sons need to learn to handle horses properly. both men believe that their sons will likely harm the horses if they ride them. both men believe that their sons have permanently injured ghost wind