Click to read the passage from "the nose," by nikolai gogol. then answer the question.

magical realism is a genre that has magical elements but is told in an otherwise realistic style. what about the author's word choices suggests that he has chosen magical realism as his genre?

a. the events will be lighthearted, foreshadowed by the joke in the first paragraph.b. the scene feels friendly, since it is a dialogue in the character's own informal language.
c. the imagery of food suggests the events are an unexpected delight.
d. the events are told in a matter-of-fact style even though they are unusual.



"on the 25th march, 18—, a very strange occurrence took place in st,
petersburg. on the ascension avenue there lived a barber of the name of ivan
jakovlevitch. he had lost his family name, and on his sign-board, on which was
depicted the head of a gentleman with one cheek soaped, the only inscription to be
read was, "blood-letting done here." on this particular morning he awoke pretty
early. becoming aware of the smell of freshbaked bread, he sat up a little in bed,
and saw his wife, who had a special partiality for coffee, in the act of taking some
fresh-baked bread out of the oven.
"today, prasskovna ossipovna," he said, "i do not want any coffee; i should like
a fresh loaf with onions."
"the blockhead may eat bread only as far as i am concerned," said his wife to
herself; "then i shall have a chance of getting some coffee." and she threw a loaf
on the table.
for the sake of propriety, ivan jakovlevitch drew a coat over his shirt, sat down at
the table, shook out some salt for himself, prepared two onions, assumed a serious
expression, and began to cut the bread. after he had cut the loaf in two halves, he
looked, and to his great astonishment saw something whitish sticking in it. he
carefully poked round it with his knife, and felt it with his finger.
"quite firmly fixed! " he murmured in his beard. "what can it be? "
he put in his finger, and drew out—a nose! ivan jakovlevitch at first let his hands
fall from sheer astonishment; then he rubbed his eyes and began to feel it. a nose,
an actual nose; and, moreover, it seemed to be the nose of an acquaintance! alarm
and terror were depicted in ivan's face; but these feelings were slight in
comparison with the disgust which took possession of his wife.

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

How is reading a social experience? (5 points)

Which of the following events of the story actual occurs first in the sequence of events