Mark antony [adresses the crowd as he stands on stage] friends , romans, countrymen, lend me your ears; i come to bury caesar, not to praise him. the evil that men do lives after them; the good is oft interred with their bones; so let it be with caesar. the noble brutus hath told you caesar was ambitious: if it were so, it was a grievous fault, and grievously hath caesar answer’d it. here, under leave of brutus and the rest— for brutus is an honorable man; so are they all, all honorable men— come i to speak in caesar’s funeral. he was my friend, faithful and just to me. in this speech, marc antony is speaking to the characters (the crowd) in the play allowing him to share his ideas with them while they listen. what most likely motivated shakespeare to deliver this type of speech? question 5 options: his monologue allows him to share his ideas to the crowd without interruption. his monologue allows him to share his innermost feelings. his monologue prevents him from interrupting other characters while they are having an aside during the speech. his soliloquy allows him to share his ideas to the crowd without interruption.

What is the first step in summarizing a plot? restating central ideas and key details eliminating minor or unimportant details connecting ideas with logical transitions identifying important words and phrase

Which sentence in this excerpt from leo tolstoy’s the death of ivan ilyich shows the human tendency to contemplate one’s past life? "but if that is so," he said to himself, "and i am leaving this life with the consciousness that i have lost all that was given me and it is impossible to rectify it—what then? " he lay on his back and began to pass his life in review in quite a new way. in the morning when he saw first his footman, then his wife, then his daughter, and then the doctor, their every word and movement confirmed to him the awful truth that had been revealed to him during the night. in them he saw himself—all that for which he had lived—and saw clearly that it was not real at all, but a terrible and huge deception which had hidden both life and death. this consciousness intensified his physical suffering tenfold. he groaned and tossed about, and pulled at his clothing which choked and stifled him. and he hated them on that account. he was given a large dose of opium and became unconscious, but at noon his sufferings began again. he drove everybody away and tossed from side to side. his wife came to him and said: "jean, my dear, do this for me. it can't do any harm and often . healthy people often do it." he opened his eyes wide. "what? take communion? why? it's unnecessary! " she began to cry. "yes, do, my dear. i'll send for our priest. he is such a nice man." "all right. very well," he muttered. when the priest came and heard his confession, ivan ilyich was softened and seemed to feel a relief from his doubts and consequently from his sufferings, and for a moment there came a ray of hope. he again began to think of the vermiform appendix and the possibility of correcting it. he received the sacrament with tears in his eyes.

What is most likely the speaker’s reason to open with this? in approaching this problem, we cannot turn the clock back to 1868, when the [fourteenth] amendment was adopted, or even to 1896, when plessy v. ferguson was written. we must consider public education in the light of its full development and its present place in american life throughout the nation. only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws.