Please help I'm timed, will give brainiest. Read the excerpt from "Demon's Run."

"So you’ll be riding," said Mr. Connolly to Benjamin as they sat by the campfire in the evening. "You’ll be the one who will race for a claim and then wait for the others."

"No, sir," said Benjamin. "That’ll be Margaret."

"Margaret?" asked Mrs. Connolly, astounded.

"She’s the better rider," said Lily calmly.

"But she can’t go riding out there with all those rough men," said Mr. Connolly

.

How do Mr. Connolly’s and Lily’s opinions differ about Margaret riding in the land race?

Lily is nervous about Margaret riding, but Mr. Connolly thinks she is able to do it.
Lily is confident that Margaret can ride, but Mr. Connolly disagrees because she is a girl.
Lily is against Margaret riding, but Mr. Connolly thinks she should ride with her brother.
Lily is sure that Margaret can ride, but Mr. Connolly disagrees because she is too young.

Read the excerpt from a student’s journal. i thought it would be stressful having to participate in a debate for my final exam. but with a partner to , it was actually a nice change of pace. we argued our case thoroughly, presenting lots of evidence. we even got to use the rebuttal we’d rehearsed. well, a year’s worth of research really paid off. which phrase from the passage best supports the conclusion that the student is describing a policy debate? argued our case thoroughly presenting lots of evidence the rebuttal we’d rehearsed a year’s worth of research

Read the corporate document. all employees of cozy clothes ltd. are entitled to a 40 percent discount on regularly priced merchandise and a 20 percent discount on sale-priced merchandise. to apply this discount to an employee purchase, follow this procedure: 1. enter the purchaser’s employee id number into the cash register when prompted. 2. apply the appropriate discount. 3. apply sales tax. 4. print an additional copy of the sales receipt. initial both copies. 5. add the additional copy to the register drawer to be included with the nightly closeout report. what is the purpose of the numbering in this document? to indicate steps in a process to emphasize supporting ideas to signal the text’s main ideas to show the meaning of policies

Activity construct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument. here are some ideas for your essay. notice how each topic is focused and specific. you may write about one of these topics or choose your own focused and specific topic: discuss juliet's level of maturity and compare it to romeo's. compare how the two characters react to the events after their marriage, when romeo is banished from verona. discuss the balcony scene. does the knowledge of romeo and juliet's final fate influence the meaning of the balcony scene or the audience's interpretation of it? discuss the characters of tybalt and romeo as they relate to the theme of family and the theme of love. explain how the character of tybalt develops the theme of family and how the character of romeo develops the theme of romantic love. discuss the character of friar laurence. what motivates him to romeo and juliet to defy their parents? part a choose a topic based on what you read in act ii or act iii of romeo and juliet. then write a thesis statement. part b identify two or three short excerpts from the play as textual evidence to support your thesis statement. part c write a 300-word essay arguing the thesis of your analysis. (i mainly need on part b and c)