"this math test is going to be a killer! " matt said. "yeah, i know," raul agreed. "mr. robinson is the hardest teacher in the whole school." matt nodded. he didn't know what he'd do if he didn't pass this test. he hadn't failed one of mr. robinson's tests all semester, but his math grades weren't the same as they'd been in eighth grade. algebra was much harder than anything he'd studied before—and matt was a great math student! plus, mr. robinson was truly the hardest teacher he'd ever had. his algebra teacher really made everyone think, but matt sometimes wondered if mr. robinson was secretly plotting to drive all of his students insane. it could definitely happen. "well, i think i'm catching on a little bit better," matt told raul. "i mean, i was pretty lost last week, but it's making a little more sense now." "really? you're lucky, man. i'm totally going to tank this test," raul responded. raul flipped to the next page of his notes. he wished he could be a better math student like matt. he knew he was great at other subjects—english, earth science, french—but math would never come easy. even so, he studied until his brain hurt. that was one of raul's strengths—persistence. everyone said so, which made raul feel like he could accomplish anything. except for mr. robinson's class! "man, if i bomb on this test, i'm going to ask mr. robinson for extra ," raul said. "he may be the hardest teacher in the history of the universe, but i know he stays after school to people. connor and tanya have stayed after school a bunch of times, and they're doing pretty well now. it wouldn't hurt to give it a shot." "count me in," matt said. "but it may all be part of mr. robinson's evil plot to drive us nuts." raul laughed, "yeah. probably." from what point of view is the story told? a. third person omniscient b. third person limited c. second person d. first person

Which revision fixes the mistake in parallel structure in this sentence? ellie always enjoys performing in plays more than to go to the movies. a. ellie always enjoys to perform in plays more than going to the movies. b. ellie always enjoys to perform more in plays than going to the movies. c. ellie always enjoys to perform in plays more than the movies. d. ellie always enjoys performing in plays more than going to the movies.

Read the excerpt from chapter 2 of the awakening. they chatted incessantly: about the things around them; their amusing adventure out in the water—it had again assumed its entertaining aspect; about the wind, the trees, the people who had gone to the chênière; about the children playing croquet under the oaks, and the farival twins, who were now performing the overture to “the poet and the peasant.” what is the correct meaning of the word “aspect” based on its usage in the excerpt? character negativity performance boredom

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability