Which four lines in this excerpt from Stephen Crane’s “An Episode of War” show that there were poor medical facilities during the Civil War, and the injured were not properly tended to in the field hospital? The low white tents of the hospital were grouped around an old school-house. There was here a singular commotion. In the foreground two ambulances interlocked wheels in the deep mud. The drivers were tossing the blame of it back and forth, gesticulating and berating, while from the ambulances, both crammed with wounded, there came an occasional groan. An interminable crowd of bandaged men were coming and going. Great numbers sat under the trees nursing heads or arms or legs. There was a dispute of some kind raging on the steps of the school-house. Sitting with his back against a tree a man with a face as grey as a new army blanket was serenely smoking a corn-cob pipe. The lieutenant wished to rush forward and inform him that he was dying. A busy surgeon was passing near the lieutenant. "Good-morning," he said, with a friendly smile. Then he caught sight of the lieutenant's arm and his face at once changed. "Well, let's have a look at it." He seemed possessed suddenly of a great contempt for the lieutenant. This wound evidently placed the latter on a very low social plane. The doctor cried out impatiently, "What mutton-head had tied it up that way anyhow?" The lieutenant answered, "Oh, a man." When the wound was disclosed the doctor fingered it disdainfully. "Humph," he said. "You come along with me and I'll 'tend to you." His voice contained the same scorn as if he were saying, "You will have to go to jail." The lieutenant had been very meek, but now his face flushed, and he looked into the doctor's eyes. "I guess I won't have it amputated," he said. "Nonsense, man! Nonsense! Nonsense!" cried the doctor. "Come along, now. I won't amputate it. Come along. Don't be a baby." "Let go of me," said the lieutenant, holding back wrathfully, his glance fixed upon the door of the old school-house, as sinister to him

sorry answered wrong answer

explanation: use this website and look at the examples to form your own poem : )

what: when quoting a source, use the author’s words verbatim, or word-for-word. this means you shouldn’t change any grammar, punctuation, spelling, etc. put quotations around the words to tell your reader where the quote begins and where it ends.

you also need to acknowledge the author. for example, if using mla format for your research paper, you should have in-text citations with the author’s name and page number listed at the end of each quote.

when: use quotations to provide concrete examples to support your claims. using direct quotations is a great way to build your credibility on the subject. it’s also a good idea to quote your source when the author states things in a powerful way. if you think he or she said it best, then use the exact words to share the ideas.

example: in the short story “a jury of her peers”, mrs. hale compares mrs. wright to her caged bird, saying “she—come to think of it, she was kind of like a bird herself. real sweet and pretty, but kind of timid and—fluttery. how—she—did—change” (glaspell).

paraphrasing

what: paraphrasing differs from quoting because you restate the passage in your own words. since you don’t use the author’s words, you don’t need to use quotation marks. however, you still need to acknowledge the author for his or her ideas.

when paraphrasing a text, you should communicate the full meaning of the text; don’t change the meaning. it can be a condensed version of the text, or it could end up being longer than the source it’s paraphrasing.

when: you use paraphrasing when you take notes, or explain a chart or diagram to someone. paraphrasing highlight the important parts of a larger text. it also allows you to simplify the ideas for your readers.

example:

original: “it was no ordinary thing that called her away–it was probably further from ordinary than anything that had ever happened in dickson county. but what her eye took in was that her kitchen was in no shape for leaving: her bread all ready for mixing, half the flour sifted and half unsifted” (glaspell).

paraphrase: as mrs. hales walks around mrs. wright’s home, she notices that the kitchen is in disarray as if she was in the middle of baking bread (glaspell).

the words “strangest” and “unusual” suggest that the narrator is about to tell the story of an odd or puzzling group of people.