Pl me. last quiz of the year. i can't fail pl . pl asap

multiple choice 10. in patricia grace's "a way of talking," jane was curious about rose's • husband. • dress size. • scrub cutting. • social life. 11. in “cranes,” just after song-sam lets his friend escape, • he hears a shot. • he sees two cranes fly off. • tok-chae realizes song-sam has tricked him. 12. in "tokyo," ryo lies to tususuishi about • marriage. • work. • age. 13. complete the following statement about the poem "thoughts of hanoi" : /are both a friend and foe. • time • memories • the brother 14. in judith wright's "eve to her daughters," adam believed that didn’t exist. • the garden of eden • god and the other • combustion engines 15. identify the word or phrase that should be in italics: riding the orient express toward istanbul, tom read the novels of mark twain. • orient express • istanbul • mark twain • no error 16. identify the word or phrase that should be in italics: he felt like a character in a steven spielberg movie as he listened to a strauss waltz while eating spaghetti in the dining car. • steven spielberg • strauss waltz • spaghetti • no error 17. identify the sentence that contains an error in punctuation or capitalization. • "good morning," ms. roper said. " open your copies of the hobbit to page 45." • "i've left my book at home, said emily. "may i share with someone else? " • ms. roper handed out an article on j. r. r. tolkien from smithsonian magazine. • "i can’t wait to read the rest of his books," said rick.18. identify the choice that contains no errors in punctuation or use of italics. • catherine asked, "where are you going"? • "we're going to volunteer at the animal shelter," said dan, "do you want to come? " • "do they have puppies there? " she asked. • that song and "feelin' groovy" are both on the album simon & garfunkel’s greatest hits. • "of course. did you think they had elephants? ", dan asked her. 19. identify the error in apostrophe use: pat's friend just called to ask if tom's brother will be at richards' birthday party. • pat's • tom's • richards' • no error 20. identify the error in apostrophe use: those dogs's owners have left them in their vet's kennel while they shop at macy's. • dogs's • vet's • macy's • no error 21. identify the incorrect word: emma told jim that his car is still in it’s parking place next to our apartment. • his • it’s • our • no error

The image of the observation balloons moving across the sunset is created using -no adjectives -few adjectives -many adjectives

Read the passage below and answer the question. marcus had a reputation for being craven. no one had ever seen him do a single brave thing. using context clues, how would you define the word craven in the passage? intense courageous cowardly thoughtful

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.