Musical theatre changed my life. when i was a child, i was always a problem for my parents. i never wanted to go to school, study my homework, or do my chores. no one knew how to control me. my mom once said that she was at her wits' end by the time i turned 13 years old. the truth was that i had become insecure, and i hid from my fears by pretending to be too "bored" to do any real work. that was when my parents signed me up for stage classes. acting and singing not only showed me my true potential, they taught me an essential fact: life is a team effort, and we all have different skills that we use together to make progress. through lessons, sweat, and tears, my experience of working in musical theatre has me become the well-rounded adult i am today. i am forever to my parents for not giving up on me and for sending me to classes! which of the following parts of a paragraph is the section in bold most likely an example of? (5 points)

How do pip's feelings of guilt in chapter 6 fluctuate? a. he feels both guilty and exhilarated by the opportunity to interact with a convict. b. he doesn't feel any true guilt, but rather fear that he will be caught and self-loathing that he stole. c. he feels guilty, but only until the convict is found. d. he feels guilty for lying to joe, but not for stealing from mrs. joe, because he doesn't love her.

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability

Boss: oh no! that’s the phone again! secretary: blank boss: . a. shall i take it? b. will you answer it? c. can you do me a favor? d. may i hang it up?