Audience: do you think briggs is writing for a general population, or does she have a more specific audience in mind? what makes you think so? purpose: briggs sees a problem with the way many people approach learning, leading to a lack of intellectual humility. to address the problem, she explains the relationship between intellectual humility and love of learning. she also gives specific examples of how intellectual humility can be incorporated into a range of learning models. do you think briggs accomplishes her purpose? why or why not? voice and tone: briggs is writing about a serious problem: a lack of intellectual humility in today’s classrooms, and so also in today’s workplaces. do you feel her tone is appropriate for her topic? why or why not? responsibility: briggs quotes more than a dozen sources in her text but does not provide a list of references. a references list would allow readers to locate and read those sources for more information. how does this lack of such a list affect briggs’s credibility? context, format, and genre: this essay originally appeared as an opinion piece on a web site for educators interested in the latest trends and ideas applied to learning technologies. can you identify what also makes this a piece of writing that looks for a solution to solve a problem? what makes you come to your conclusion?

Write a précis of "from 'on the duty of civil disobedience'" paragraph 1 by henry david thoreau.

Read the passage from animal farm. as clover looked down the hillside her eyes filled with tears. if she could have spoken her thoughts, it would have been to say that this was not what they had aimed at when they had set themselves years ago to work for the overthrow of the human race. these scenes of terror and slaughter were not what they had looked forward to on that night when old major first stirred them to rebellion. if she herself had had any picture of the future, it had been of a society of animals set free from hunger and the whip, all equal, each working according to his capacity, the strong protecting the weak, as she had protected the lost brood of ducklings with her foreleg on the night of major's speech. instead—she did not know why—they had come to a time when no one dared speak his mind, when fierce, growling dogs roamed everywhere, and when you had to watch your comrades torn to pieces after confessing to shocking crimes. there was no thought of rebellion or disobedience in her mind. she knew that, even as things were, they were far better off than they had been in the days of jones, and that before all else it was needful to prevent the return of the human beings. whatever happened she would remain faithful, work hard, carry out the orders that were given to her, and accept the leadership of napoleon. but still, it was not for this that she and all the other animals had hoped and toiled. it was not for this that they had built the windmill and faced the bullets of jones's gun. such were her thoughts, though she lacked the words to express them. what was most likely orwell’s purpose for writing this passage? to show that clover is more sensitive to violence than the others to remind readers of major's speech and the original rebellion to present napoleon as a cruel leader unworthy of the animals’ support to represent misled followers and their dashed hopes for better lives

What logical prediction can be made from this passage?