Answer:
The best effective thesis statements are both the first ("Hollembeak's review of the high school's play is fun and entertaining to read") and third ("In her editorial, Mellie writes convincingly of the need for high school classes to begin later in the morning") options.
Explanation:
The first and third statements are the only ones which state a convincing thesis about an argument. Both of them are informative about what is the object argued and present a clear idea of the main point made on that. Second option does not apply to the question because it is lacking in some way, because though it is informative and sets an idea of the argument, it is very broad to state "the play's action [is] in the 21st century". Fourth option does apply to the question as well because it is not a thesis, that is just exploring the content of an argument made, clarifying ideas for readers. And fifth option does not apply to the question too, because it is not a thesis, that is just a description of an information previously given, it only characterizes an informative statement, not an effective thesis.
In report writing, or any case of technical writing, you must properly give credit to your resources or references. When you paraphrased the findings of another person, you can cite their work as references in the bibliography. But if you want to retain their statements word for word, you use quotation marks ("). Before doing so, you must use introductory words like "according to", "based on what he said", "and I quote", or any style that you want.
From the choices, the correct use of quotation would be letter B.
Answer:
What can be learned about Ghullah from the text in this frame?
answer: ghullah is threateing iqbal.
What can be learned from Iqbal’s expression?
answer: iqbal is scared of ghullah.
What is the purpose of this frame?
answer: to show readers how abrusive ghullah was.
Explanation:
because im smart.
Answer:
In contrast to Wordsworth's lofty language and complex rhythm, in "The Rime of the Ancient Mariner," Coleridge uses alliteration to create lyrical rhythm and mood. For example, the speaker repeats sounds to describe the perils faced by the ship in Antarctic waters: "The ice was here, the ice was there, / The ice was all around: / It cracked and growled, and roared and howled."
Coleridge also uses internal rhyme, or rhyming words within the same line, such as “The ice did split with a thunder-fit;" and repetition ("And round and round it flew"). This literary device lends the poem a singsong quality, which gives it the flavor of an old "sailor’s song" and contributes to the seafaring theme of the poem. Much like a lively sailor’s song, the poem can be read aloud and enjoyed.
The frame story and narrative interruption techniques add to the suspense of the poem. The reader discovers the mariner’s real identity along with the guest. Every time the guest interrupts the mariner, a new facet of the seaman’s identity is revealed. That keeps the story interesting.
Realistic would be the answer.
