When we conjugate a verb, we a. change the form of the infinitive

b. make it agree with the subject

c. indicate the verb tense

Drag each label to the correct location. each label can be used more than once. based on this excerpt from f. scott fitzgerald's "bernice bobs her hair," match each character with the type of character element he or she represents. "you may as well stop making a fool of yourself over warren mcintyre. he doesn't care a snap of his fingers about you." for a tense moment they regarded each other—marjorie scornful, aloof; bernice astounded, half-angry, half-afraid. then two cars drove up in front of the house and there was a riotous honking. both of them gasped faintly, turned, and side by side hurried out. all through the bridge party bernice strove in vain to master arising uneasiness. she had offended marjorie, the sphinx of sphinxes. with the most wholesome and innocent intentions in the world she had stolen marjorie's property. she felt suddenly and horribly guilty. after the bridge game, when they sat in an informal circle and the conversation became general, the storm gradually broke. little otis ormonde inadvertently precipitated it. "when you going back to kindergarten, otis? " some one had asked. "me? day bernice gets her hair bobbed." "then your education's over," said marjorie quickly. "that's only a bluff of hers. i should think you'd have realized." "that a fact? " demanded otis, giving bernice a reproachful glance. "there's a lot of bluffs in the world," continued marjorie quite pleasantly. "i should think you'd be young enough to know that, otis." "well," said otis, "maybe so. but gee! with a line like bernice's—" "really? " yawned marjorie. "what's her latest bon mot? " no one seemed to know. in fact, bernice, having trifled with her muse's beau, had said nothing memorable of late. "was that really all a line? " asked roberta curiously. bernice hesitated. she felt that wit in some form was demanded of her, but under her cousin's suddenly frigid eyes she was completely incapacitated.

Chicago by carl sandburg hog butcher for the world, tool maker, stacker of wheat, player with railroads and the nation's freight handler; stormy, husky, brawling, city of the big shoulders: they tell me you are wicked and i believe them, for i have seen your painted women under the gas lamps luring the farm boys. and they tell me you are crooked and i yes, it is true i have seen the gunman kill and go free to kill again. and they tell me you are brutal and my reply is: on the faces of women and children i have seen the marks of wanton hunger. and having answered so i turn once more to those who sneer at this my city, and i give them back the sneer and say to them: come and show me another city with lifted head singing so proud to be alive and coarse and strong and cunning. flinging magnetic curses amid the toil of piling job on job, here is a tall bold slugger set vivid against the little soft cities; fierce as a dog with tongue lapping for action, cunning as a savage pitted against the wilderness, bareheaded, shoveling, wrecking, planning, building, breaking, rebuilding, under the smoke, dust all over his mouth, laughing with white teeth, under the terrible burden of destiny laughing as a young man laughs, laughing even as an ignorant fighter laughs who has never lost a battle, bragging and laughing that under his wrist is the pulse. and under his ribs the heart of the people, laughing! laughing the stormy, husky, brawling laughter of youth, half-naked, sweating, proud to be hog butcher, tool maker, stacker of wheat, player with railroads and freight handler to the nation. which type of figurative language does the poet use most often in "chicago"? a. rhyme b. simile c. metaphor d. personification

Langston hughes cited walt whitman as one of his greatest influences and some believe that hughes wrote "i, too, sing america" in response to whitman's "i hear america singing." using on whitman's poem. consider aspects such as structure, there, word, choice, etc., as you craft your response. your response will be scored on how well you: -demonstrate your understanding of the ideas of the text -use evidence from the text to develop and support your ideas -organize your response in a logical manner -demonstrate an appropriate writing style through the use of precise word choice and varied sentences -use standard conventions for writing