1. which of the following statements is true? a. The Maginot line provided absolutely no benefit to the french
b. The Maginot line is still used by the French army today.
c. Maginot’s experience during WW1 led to his support for the line
d. The French were betrayed by the Belgians during World War 11.

the book is called Nonfiction Reading Test!

Plz (i only understand "the song of wandering aengus." and i have no idea what the raven means so i can't answer this. me i will give brainlest and a 5-star rating) consider the speakers in "the raven" and the speaker in "the song of wandering aengus." write two paragraphs to compare and contrast the voice in these two poems. how does the poet give the speaker in each poem a distinctive voice? what effect does this voice have in each poem? use examples from each poem to as evidence for your answer

The brother of a presidential candidate writes an editorial in which he defends this candidate against charges of corruption. in such a circumstance, it is most appropriate for the reader to a) suspect that the candidate may have been framed. b) consider whether the candidate has the best family or not. c) wonder if the writer may be biased, due to his family connection. d) wonder if the writer may be inaccurate, due to wanting to get people to read his column. \

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?