He was most fifty, and he looked it. his hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. it was all black, no gray; so was his long, mixed-up whiskers. there warn't no color in his face, where his face showed; it was white; not like another man's white, but a white to make a body sick, a white to make a body's flesh crawl—a tree-toad white, a fish-belly white. as for his clothes—just rags, that was all. he had one ankle resting on t'other knee; the boot on that foot was busted, and two of his toes stuck through, and he worked them now and then. his hat was laying on the floor—an old black slouch with the top caved in, like a lid. which best describes the effect of the narration? a). it gives the reader an objective view of huck’s father. b). it foreshadows huck’s argument with his father. c). it the reader see huck’s father through huck’s eyes. d). it distances the reader from huck and his father.

Asentence teacher gives the following speech. prepare a brief speech to accompany your science project. the speech will be presented to a faculty panel selected as judges. include a summary of your hypothesis, methods, and results. provide an explanation of any pictures or charts one of your poster. also share any complications you encountered during the science fair process. who is the intended audience for the teachers speech? a. young students. b. peers at the science fair. c. teacher evaluators. d. science professionals

Review the theme beauty exists within each person which line from beauty best communicates this theme

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)