Can someone me with this assignment. ( question 4) if you are confused about something in class, don't wait. raise your hand and ask for immediately. do it while your teacher is still explaining the material. your teacher will probably be happy that you are taking an active part in your education and should attempt to explain the material in a different way. if you are still confused, ask your teacher if he or she is available after class to give you additional instruction. you are worth it. don't give up on yourself. narrator's perspective: explain how you know: ( question 5) jeremiah squinted from the sun. he was thinking about the game. they could have won. he could have won the game for them. all he needed to do was catch the ball, but he didn't. he dropped it. his coach talked to him. " jeremiah, we had a great season. nobody's perfect. look at me. haha, " he said. jeremiah smiled at the coach, but he couldn't forgive himself so easily. narrator's perspective: explain how you know:

Which of the following is an aspect of setting in a literary work? 1. time ii. place iii. social/historical context i only i and 11 ll and iii i, ii, and iii

98 points and brainliest for think of an intense argument you had or witnessed sometime in your life. close your eyes and remember every detail. to turn this into a dramatic scene you will need to make changes that will make it make more sense to the audience. 500-600 words a description of the set up that explains what happened before the scene diction that matches the characters character objectives and obstacles are clearly conveyed a scene that escalates in dramatic intensity diction that is appropriate to the audience words that are not wasted in idle chit chat action (stage directions) that enhance the scene proper formatting for drama

Read this paragraph from chapter 5 of the prince. there are, for example, the spartans and the romans. the spartans held athens and thebes, establishing there an oligarchy: nevertheless they lost them. the romans, in order to hold capua, carthage, and numantia, dismantled them, and did not lose them. they wished to hold greece as the spartans held it, making it free and permitting its laws, and did not succeed. so to hold it they were compelled to dismantle many cities in the country, for in truth there is no safe way to retain them otherwise than by ruining them. and he who becomes master of a city accustomed to freedom and does not destroy it, may expect to be destroyed by it, for in rebellion it has always the watchword of liberty and its ancient privileges as a rallying point, which neither time nor benefits will ever cause it to forget. and whatever you may do or provide against, they never forget that name or their privileges unless they are disunited or dispersed, but at every chance they immediately rally to them, as pisa after the hundred years she had been held in bondage by the florentines. what idea is stressed in the passage? the desire for liberty the establishment of an oligarchy the dismantling of an acquired state the tendency toward rebellion