Read this excerpt from a personal narrative. “that will be $7.50,” the cashier said after ringing up the groceries i hoped to purchase. i looked in my wallet and saw only a $5 bill. my face flushed as i realized i would have to put a few things back. “um . . sorry. i thought i had more money with me,” i replied. “what if i put back the bottle of juice? how much will that be? ” immediately, the woman standing in line behind me reached into her purse, pulled out $2.50, and handed it to the cashier. “oh, ,” i said, surprised and relieved at the same time. “this is so generous of you. how can i repay you? ” “don’t me,” the woman replied. “i’m no saint. i just don’t want to wait in line any longer. now you can go, and i can finally buy my groceries and get out of here.” how does the dialogue in the paragraph develop the narrative? it explains why the narrator does not have enough money to buy groceries. it explains how the experience in the store has shaped the identity of the author. it provides background information that the reader get to know the characters. it reveals the characters’ thoughts and feelings about their experiences in the store.

Using the library or the internet as a resource, locate and watch two different live production interpretations of act iii of our town. then, compare and contrast how the two interpretations represented the original play. did either of the interpretations make any changes to the original material? if so, how did it affect your experience as a viewer? did you interpret the characters any differently after watching the live productions? why or why not?

In the excerpt from the emancipation proclamation, which phrase or sentence supports the claim that president lincoln did not want the slaves to take up arms against their former masters?

Adapt the speech you delivered in lesson 2 to an audience of professionals, teachers, and parents. the audience expects a more formal delivery. your listeners also expect you to use media such as images and audio to make your speech more convincing and easier to understand. your assignment should include the following elements: -at least four sources to back up your ideas -media elements to illustrate your ideas -changes to both the style and content of the speech to make it more appropriate to the audience -citations that follow mla guidelines as you revise your presentation, research and cite at least four sources. at least two of these sources must provide supporting evidence, such as charts and graphs or quotes from newspapers or other credible sources. the other two sources can provide material to grab the audience's attention — for example, photos that your audience visualize what you're talking about or music that sets the mood. you can also create original images, but these will not count as sources. here are some types of media that you may use to either show evidence or move the audience: quotes tables, charts, and graphs images video audio (including music) mix up the types of media you use so that no medium is used more than twice. take care that all your sources contribute to your speech in an obvious way. they should either back up what you're saying or make your ideas easier for your audience to understand logically or emotionally. avoid visual aids that are off topic or confusing. ask yourself these questions as you revise: am i still fulfilling the requirements of the speech i gave in lesson 2? is my speech still about a theme in franklin roosevelt's four freedoms speech? do i connect that theme to my own life and to a current issue? are my sources credible and relevant? will they convince an audience of parents, teachers, and professionals? do my media elements enhance my speech? do they set the mood, explain something difficult, or offer convincing proof? do i avoid media elements that are more distracting than ? did i cite my sources according to mla guidelines? did i check my works-cited page against sample works-cited pages to make sure it's correct?