DIDS With Shakespeare's Sonnet 29 1. Write the title of the text you have analyzed here:

2. List at least three examples of diction in the text that add to the overall tone. Explain how each word contributes to the emotional power of the piece.

3. List at least three examples of imagery in the text that add to the overall tone. Explain how each description contributes to the emotional power of the piece.

4. List the examples of important details the author chose to include. Explain how these details contribute to the emotional power of the piece.

5. List the examples of important details the author chose to omit. Explain how these missing details contribute to the emotional power of piece.

6. Analyze the author's use syntax in the text. Are the sentences long or short? Does the author use punctuation to slow down the pace, or short phrases to quicken it? Explain how the sentence structure contributes to the emotional power of piece.

7. Select a tone (or multiple tones) from the list of tone words. Explain why this tone is the best way to describe this text.

Nlgga so what’s the answer

write two paragraphs to compare and contrast the narrators’ schools and explain how their schools shape their perspectives toward the hijab. cite evidence from the text to support your ideas.

copy and paste answer:

two paragraphs to compare and contrast the narrator's schools would be this, the one school with the veil is the one school were the students were forced to wear the veils, and they did not know why they had to wear the veils. the girl student writing the story was not like the other students, she didn't care. in the second school there was a lot of hostile activities going on throughout the school. most of the students were upset and this, including the author, but she was trying to look and the good side of things.  

overall, both schools had something that the students or most of the students did not like or appreciate. what you can learn from these stories is that life will never be exactly how you may want it to be. complaining about your lifestyle will only make matters worse or at least feel worse in the long run. that's happens to be the information you can interpret from these two stories.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)