1. Pick an informational text to evaluate. You can look online or in a library. In the space below, write information about the text that will help your teacher find it later. 2. Objectively summarize the informational text you chose for question 1. Describe both the content and the structure without giving your opinion and without going into too much detail. 3. Use this space to summarize the perspective, purpose, and central idea of the informational text you chose for question 1. For each, explain the evidence that helped you make your inferences. • Perspective: • Purpose: • Central idea: 4. Now evaluate how well the author achieves the purpose of the informational text and communicates the central idea — through prose, graphics, text features, or other elements. What might the author have done differently to make the text more effective? 5. Identify and describe at least two smaller ideas in the informational text you chose. 6. Evaluate how well the author uses prose, text features, graphics, or other elements to develop the smaller ideas you identified in question 5. Compare and contrast the ways the author develops these ideas. Decide which idea is better communicated and why.

How does twain’s use of understatement serve his purpose

Meter you are working as an apprentice for the bksb newcastle arena. an indoor sport exhibition is coming to the arena. your supervisor has asked you to set up a handball pitch and seating area as shown in the plan view below

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?