English, 21.04.2020 04:21 eriksprincess13
The boy was a statue when the train passed him by is an example of what figurative language
Answers: 2
English, 22.06.2019 00:40, missy9225
In comparing "minerva and arachne" and "niobe," can you establish a common theme running throughout both texts? how do you think this theme might change if the stories were written in first-person point of view? write a journal entry explaining the theme of both "minerva and arachne" and "nirobe." then, consider how the theme might change if the tales were written using a first-person point of view. use examples and evidence from both texts to support your analysis.
Answers: 1
English, 22.06.2019 04:30, tfyvcu5344
Excerpt from incredible oceans roberto barerra (1) the five major oceans—the arctic, the atlantic, the indian, the pacific, and the southern, which are then broken down into smaller seas—provide food for humans and animals, entice explorers, enable trade, and affect the climate and environment the world over. in this sentence from paragraph 1, the word entice means a) amaze. b) attract. c) exhaust. d) feed.
Answers: 2
English, 22.06.2019 04:50, vismayagejjala
How does the poem "the lady of shalott" by alfred, lord tennyson convey the position of victorian women? a curse is on her if she stay to look down to camelot. she knows not what the curse may be, and so she weaveth steadily, and little other care hath she, the lady of shalott. and moving thro' a mirror clear that hangs before her all the year, shadows of the world appear. there she sees the highway near winding down to camelot: there the river eddy whirls, and there the surly village churls, and the red cloaks of market girls, pass onward from shalott. a. most victorian women were restricted to their homes. b. victorian women were confined to domestic duties. c. most victorian women worked hard but were often bored. d. victorian women employed themselves by weaving.
Answers: 1
The boy was a statue when the train passed him by is an example of what figurative language...
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