Read the excerpt from chapter 6 of Lizzie Bright and the Buckminster Boy. One afternoon, after another dreary Sunday, he walked home from Mrs. Cobb's with the sea breeze determined to shove him to Malaga Island. It scooted around him and pulled at his ears. It threw up the dust of the road into his face to turn him around, and when he leaned into it, it suddenly let go and pushed at him from behind, laughing. But with the iron word forbidden tolling like a heavy bell by his ears, Turner would not let himself be brought to Malaga. And so with a last abrupt kick, the sea breeze twisted around and left him. Turner watched it rushing pell-mell down Parker Head and toward the shore. "Go find Lizzie," he whispered. In this excerpt, which indicates that the story is being told from the third-person point of view? Turner refers to himself as “I,” and the reader is able to hear his thoughts and feelings. Turner is referred to as “he,” and the reader is able to hear his thoughts and feelings. The narrator describes in great detail Turner’s words and actions but not his thoughts. The narrator describes in great detail Turner’s thoughts but not his words or actions.

Identify a riding situation in which you might want to use a slow pace what would you do to create a slow pace what would be the fact your response should be a minimum of 3 to 5 sentences

Adapt the speech you delivered in lesson 2 to an audience of professionals, teachers, and parents. the audience expects a more formal delivery. your listeners also expect you to use media such as images and audio to make your speech more convincing and easier to understand. your assignment should include the following elements: -at least four sources to back up your ideas -media elements to illustrate your ideas -changes to both the style and content of the speech to make it more appropriate to the audience -citations that follow mla guidelines as you revise your presentation, research and cite at least four sources. at least two of these sources must provide supporting evidence, such as charts and graphs or quotes from newspapers or other credible sources. the other two sources can provide material to grab the audience's attention — for example, photos that your audience visualize what you're talking about or music that sets the mood. you can also create original images, but these will not count as sources. here are some types of media that you may use to either show evidence or move the audience: quotes tables, charts, and graphs images video audio (including music) mix up the types of media you use so that no medium is used more than twice. take care that all your sources contribute to your speech in an obvious way. they should either back up what you're saying or make your ideas easier for your audience to understand logically or emotionally. avoid visual aids that are off topic or confusing. ask yourself these questions as you revise: am i still fulfilling the requirements of the speech i gave in lesson 2? is my speech still about a theme in franklin roosevelt's four freedoms speech? do i connect that theme to my own life and to a current issue? are my sources credible and relevant? will they convince an audience of parents, teachers, and professionals? do my media elements enhance my speech? do they set the mood, explain something difficult, or offer convincing proof? do i avoid media elements that are more distracting than ? did i cite my sources according to mla guidelines? did i check my works-cited page against sample works-cited pages to make sure it's correct?

How does the author support the claim that ordinary and digital mail are very different?