18. To (simper, falter) now, at the very threshold of victory, would mean that all our earlier struggles and sacrifices had been in vain.
19. When she learned that she had not been chosen for the job, she made a (wry,
forlorn) joke, but this did not conceal her deep disappointment.
20. His (haughty, steadfast) attitude toward those he considered "beneath him" was a
sure sign of lack of breeding and simple good manners.
21. The director told him to smile like a "dashing man about town," but all he could do
was (adapt, simper) like a confused freshman.
22. Political leaders should feel free to change their minds on specific issues while
remaining (steadfast, wry) in their support of their principles.
23. Hordes of savage barbarians swept into the province, committing one (impediment,
enormity) after another on the defenseless population.
24. The temperaments of the partners in the business (dovetail, attest) so well that
they can work together without the slightest friction or conflict.
25. Dexter, our beagle, looks so (vilified, forlorn) when we leave him behind.

0313hethis excerpt was written by olaudah equiano, anwhat is the primary purpose of this passage? enslaved african who was taken to barbados. read thepassage, then answer the question. o to create sympathy for enslaved workerstheir huts, which ought to be well covered, and the place ! o to demonstrate a typical day of labor on a plantationdry where they take their little repose, are often opensheds, built in damp places, so that when the pooro to compare the living conditions of plantationowners and enslaved workerscreatures return tired from the toils of the field, theycontract many disorders, from being exposed to theto show ways housing on plantations could havedamp air in this uncomfortable state. been improved-sugar changed the world, marc aronson and marina budhosintrodone

Which statement explains why elie wiesel most likely wrote all rivers run to the sea as a memoir

Activity construct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument. here are some ideas for your essay. notice how each topic is focused and specific. you may write about one of these topics or choose your own focused and specific topic: discuss juliet's level of maturity and compare it to romeo's. compare how the two characters react to the events after their marriage, when romeo is banished from verona. discuss the balcony scene. does the knowledge of romeo and juliet's final fate influence the meaning of the balcony scene or the audience's interpretation of it? discuss the characters of tybalt and romeo as they relate to the theme of family and the theme of love. explain how the character of tybalt develops the theme of family and how the character of romeo develops the theme of romantic love. discuss the character of friar laurence. what motivates him to romeo and juliet to defy their parents? part a choose a topic based on what you read in act ii or act iii of romeo and juliet. then write a thesis statement. part b identify two or three short excerpts from the play as textual evidence to support your thesis statement. part c write a 300-word essay arguing the thesis of your analysis. (i mainly need on part b and c)