How does wiesel create pathos in his nobel prize acceptance speech? a. he gives the audience specific evidence about the jews killed in the holocaust. b. he recounts personal memories of his deportation to the concentration camps. c. he graciously the nobel committee for giving him the award. d. he uses a calm and even-handed tone to show how humble he is about the award.

The answer is B.  By recounting personal memories of his deportation to the concentration camps, Elie Wiesel creates Pathos, by being able to share not only what he saw happening to other Jews, which was horrible, but also what he felt (and still feels because he says: "I remember, it happened yesterday".): his anguish, the deportation, the ghetto and the losing of the history of his people.

faulty parallelism is a construction in which two or more parts of a sentence are equivalent in meaning but not grammatically similar in form.

the correct version of this faulty parallelism in the sentence is:

the hikers knew that the hike was six miles, that it usually required the entire day, and it would not be wise to start after 10: 00 a.m.

the problem is the last sentence, the first two have a basic subject+verb+object structure.

so, to give a proper balance to the structure, or better said, to give a parallel structure, we must write a basic s+v+o structure in all three sentences:

the hikers knew that the hike was six miles, that it usually required the entire day, and it would not be wise to start after 10: 00 a.m.

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the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

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there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”