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high school english 5+3 pts

read this excerpt from mohandas gandhi's speech “quit india.” what is the purpose of this speech?

then, there is the question of your attitude towards the british. i have noticed that there is hatred towards the british among the people. the people say they are disgusted with their behaviour. the people make no distinction between british imperialism and the british people. to them, the two are one this hatred would even make them welcome the japanese. it is most dangerous. it means that they will exchange one slavery for another. we must get rid of this feeling. our quarrel is not with the british people, we fight their imperialism. the proposal for the withdrawal of british power did not come out of anger. it came to enable india to play its due part at the present critical juncture it is not a happy position for a big country like india to be merely with money and material obtained willy-nilly from her while the united nations are conducting the war. we cannot evoke the true spirit of sacrifice and valour, so long as we are not free. i know the british government will not be able to withhold freedom from us, when we have made enough self-sacrifice. we must, therefore, purge ourselves of hatred. speaking for myself, i can say that i have never felt any hatred. as a matter of fact, i feel myself to be a greater friend of the british now than ever before. one reason is that they are today in distress. my very friendship, therefore, demands that i should try to save them from their mistakes. as i view the situation, they are on the brink of an abyss. it, therefore, becomes my duty to warn them of their danger even though it may, for the time being, anger them to the point of cutting off the friendly hand that is stretched out to them. people may laugh, nevertheless that is my claim. at a time when i may have to launch the biggest struggle of my life, i may not harbour hatred against anybody.
a. to inform his countrymen of the impending struggle for freedom
b. to urge his countrymen to not ally themselves with the japanese forces
c. to persuade his countrymen to not feel hatred toward the british
d. to inform his countrymen about the british attitude toward war

Read the excerpts from the land. [willie] turned to my daddy. "it's my boy mitchell done this, mister edward, and i know there ain't no way t' make it up t' ya if this here horse don't heal right, but i jus' 'bout t' put a strap t' mitchell my own self 'bout what he done. i'm gonna put a strap t' him right now, matter of fact! " with that said, he positioned his whip and turned toward mitchell. *** my daddy stopped and looked at me. "no," he said. "i'm not going to whip you, paul. no, your punishment is that you'll never get to ride ghost wind again. i figure you'll remember that a whole lot longer than a whipping. you won't ride any of the other horses either, including the appaloosa, until i say so." which statement about willie’s and mister edward’s reactions is true? both men believe that their sons should be held accountable for their behavior. both men believe that their sons need to learn to handle horses properly. both men believe that their sons will likely harm the horses if they ride them. both men believe that their sons have permanently injured ghost wind

Read the quotation from "an occurrence at owl creek bridge." and now he became conscious of a new disturbance. striking through the thought of his dear ones was a sound which he could neither ignore nor understand, a sharp, distinct, metallic percussion like the stroke of a blacksmith’s hammer upon the anvil; it had the same ringing quality. he wondered what it was, and whether immeasurably distant or near by—it seemed both. its recurrence was regular, but as slow as the tolling of a death knell. he awaited each stroke with impatience and—he knew not why—apprehension. the intervals of silence grew progressively longer, the delays became maddening. with their greater infrequency the sounds increased in strength and sharpness. they hurt his ear like the thrust of a knife; he feared he would shriek. what he heard was the ticking of his watch. which best describes the effect of the narration in the excerpt? it suggests that the man being executed feels tranquil and at peace. it suggests that the narrator is sympathetic to the man being executed. it suggests that the plot will become less tense as the story continues. it suggests that the story will become more intense and mysterious.

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