1a common golfer cannot play in the masters or british open with the world’s best-known golfers, nor can the average tennis player play against the world’s best at wimbledon. no teenager just learning to drive can bank the turns with professional drivers at the daytona 500. however, in the sport of road racing, common people and novice joggers can lace up and be in the same race as the world-class runners competing to win it all. the peachtree road race in atlanta, ga is the world’s largest 10k, boasting 55,000 runners who line up for blocks at 7: 30am to run down atlanta’s most famous street. only a handful, however, really have a legitimate chance to win the prestigious crystal peach and the $15,000 first place prize that comes with it. the peachtree road race is unique as a road race in three distinctive ways: it is run on the 4th of july, it has a rich tradition, and it is the most competitive 10k in the world.
which analogical statement correctly illustrates the relationship between novice and world-class as seen in the first paragraph?
a) novice is to world-class as deafening is to loud.
b) novice is to world-class as destitute is to wealthy.
c) novice is to world-class as inexpensive is to cheap.
eliminate
d) novice is to world-class as valuable is to significant.

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?