Which statement best evaluates the author's response to the counterclaim that because antibiotics have proven effective in many situations, prescribing an antibiotic is a sound first step for doctors? a. It is effective because the author cites and explains a statistic to illustrate that even though antibiotics work in some situations, they are still often not prescribed correctly.
b. It is effective because the author uses an emotional personal anecdote, which gives her credibility and supports the idea that antibiotics are not always effective.
c. It is ineffective because the author relies heavily on a personal anecdote as opposed to facts and statistics that refute the opposing claim.
d. It is ineffective because the author includes a statistic, but the statistic does not directly support the assertion that prescribing an antibiotic is often the best course of action.

This excerpt is an example of which kind of characterization? indirect characterization, because it is showing della’s pride in her long hair direct characterization, because it is describing della’s skill for decorating indirect characterization, because it is revealing della’s cultural heritage direct characterization, because it is describing della’s prized possessions

What do the sketches of 9/11 victims in "portraits of grief" achieve?

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?