the weapons act without bias
The things that are falling are bombs. The bombs do not care what they hit. They do not have a preference for roads, roofs, thickets, or people. The bombers drop them with a specific target line up, but the bomb does not care what that is. This adds to the overall tone and mood of the poem.
Answer:In a five-paragraph literary analysis essay, explain how each author develops the common theme. Compare and contrast how the authors develop this theme by referencing specific literary devices and techniques in your response. Thesis: Cisneros's and Otika's stories reveal that America is made up of a blend of cultures as well as its own.Cultural identity has to do with who you, as an individual person, are. Different foods, traditions, clothing, and language can contribute to one's cultural identity. However, some may interpret cultural identity differently. Americans get their cultural identity from many cultures and add their own. Cisneros's"Mericans" and "Otika's Response to Executive Order 9066" reveal that America is made up of a blend of cultures as well as its own.Otika shows how she interprets her own cultural identity and how others identify her. She uses an anecdote to convey her theme. In February 1942, the US President signed Executive order 9066, affectingmany Japanese people in America.
Explanation:
Answer:
1. If I had been too tired, I would have had a rest.
2. If Carl had studied harder, he would have got better marks.
3. If you had eaten too much food, you would have got fat.
4. If she had asked me, I would have helped her.
5. If it had been cold outside, I would have worn my pullover.
6. If you had touched a candle flame, you would have got burned.
7. If it had not cost so much, I would have bought it.
8. If she had had more time, her results would have been much better.
9.If she had been happy, I would have been happy, too.
10. If we had done this job, we would have got a lot of money.
Explanation:
Third Type Conditional will be formed like: <em> </em><em>If</em><em> </em><em>Claus</em><em>e</em><em> </em><em>i</em><em>n</em><em> </em><em>direct</em><em>(</em><em>without</em><em> </em><em>modal</em><em> </em><em>verb</em><em>)</em><em> </em><em>past</em><em> </em><em>perfect</em><em> </em><em>tense</em><em> </em><em>[</em><em>had</em><em> </em><em>+</em><em>v</em><em>3</em><em>]</em><em> </em><em>and</em><em> </em><em>Main</em><em> </em><em>C</em><em>lause</em><em> </em><em>also</em><em> </em><em>modal</em><em>(</em><em>with</em><em> </em><em>modal</em><em> </em><em>verb</em><em>)</em><em> </em><em>past</em><em> </em><em>perfect</em><em> </em><em>tense</em><em>[</em><em>would</em><em>/</em><em>could</em><em>/</em><em>might</em><em> </em><em>+</em><em> </em><em>have</em><em> </em><em>+</em><em> </em><em>v</em><em>3</em><em>]</em>
<em>That</em><em>'</em><em>s</em><em> </em><em>it</em><em>.</em>
The answer is C: A teacher assigns a 10 page research project and says, "this might take a little time".
An understatement is a statement that underplays the significance, value, size, relevance or importance of something and it makes it seem considerable less than what it actually is. In this example, the teacher makes it seem like writing a 10 page essay will take just “a little time”, when in fact, any student knows that a 10 page essay in a considerable enterprise that will take a lot more than just a little time.
Answer:
I believe it is A) Ernesto gets in trouble for his messy splashing.
Explanation:
He ended up making a mess as he mentions he splashes around in the water after of his discovery that he was even able to do that! His "party" was interrupted (maybe by a parent/guardian) and he got a "scrubbing" (maybe a scold talking to or a beating) as well as the bathroom (they had to clean up Ernesto's water and maybe sudsy mess.)
