A Community Park It was Friday, and as she walked home from school, Samara thought about what she would do that weekend. Everyone would be at the fund-raiser for new sports equipment at the high school on Saturday. As she was trying to remember if any good movies were coming out this weekend, she noticed a group of kids playing tag. Samara thought they looked comical running around in circles on a small plot of land between two houses. “Well, they certainly seem happy,” thought Samara as the light turned and she crossed the street. On the opposite side of Cherry Street, Samara saw Mr. Peters sitting on a bench. He was reading his newspaper as the heavy traffic of the town’s main thoroughfare whizzed by him. She wondered how he could concentrate. Later, as she took the last turn onto her street, Samara saw her neighbor planting her annual vegetable garden. Every year, Mrs. Yang grew eggplant, cucumbers, and bok choy, because that’s all she had room for. “The garden looks good so far, Mrs. Yang,” Samara called. “Thank you, dear,” Mrs. Yang said. “You know, if I had room, I would plant enough vegetables to feed the entire neighborhood! My mother had a garden that was one square acre when I was a little girl in Korea.” As Samara nodded and waved goodbye, she started thinking about what she had seen on her walk home that day. She realized that Pine Grove did not have any open public spaces where everyone could go to relax and enjoy nature. The only unused space was a vacated plot on Cedar Avenue that was completely overgrown. Suddenly, Samara had a great idea. She decided to spend her summer campaigning for a new community park. The only problem was that she had no idea where to start. That evening, she went to the library and learned about what she would need to do in order to get the idea in front of the town zoning board. It was all a little intimidating, but Wanda, the reference librarian, helped Samara break it down into manageable steps. When Samara mentioned the Cedar Avenue plot, Wanda’s eyes lit up. “That is a perfect spot,” Wanda said. “It’s right in the middle of town, and better yet, the town owns it.” Samara spent many afternoons over the next few weeks at the library with Wanda and a few other librarians drawing up a detailed plan to present to town officials. Samara and the librarians even planned and priced out irrigation necessary for the area that was designated as a garden. When the day of the zoning board meeting arrived, Samara felt nervous, but Wanda and the other librarians were there for moral support. Samara thought she at least sounded confident as she presented her idea to the board. When she finished her presentation, she was ready to wait patiently for an answer; Wanda told her that this kind of decision might take weeks, so Samara was surprised when the board members asked her to stay while they deliberated. The president of the board explained that Samara’s presentation had been the last order of business for the day, and he wanted his board to be able to agree on one thing before they left. After about 15 minutes, Samara was informed that the community park had been approved. Samara had been telling her neighbors and friends about the park from the moment she thought of it, and it seemed as though everyone wanted to be a part of making her vision a reality. As soon as her idea was approved, Samara called a meeting for anyone interested in collaborating. At the meeting, residents voted on what would be included on the land: a playset for young children and one for older children, a swing set, several park benches, and a dog run. It was also decided that there would be a cooperative organic vegetable garden and an herb garden at the north end of the park. Residents agreed that Mrs. Yang would manage the gardens. At Wanda’s suggestion, Samara asked a representative from a nearby horticultural society to come and advise the group on the design of the park, the best native shrubs to plant, and where to put them. Samara also asked local businesses to sponsor the park by the square foot so that the community would be able to afford equipment and plants. Surprised by the response, Samara went to the bank to open an account where the surplus would be saved for next spring. In a few weeks’ time, the space had been cleared and residents were beginning to roll out sod and plant small vegetable plants and summer flowers. By midsummer, the community was able to enjoy the new, peaceful space. Samara was happy to have been part of creating not only a beautiful space, but a common area where residents could come together.

Which plot part does the decision of the town zoning board play in the narrative arc of the story?

climax

resolution

complicating incident

conflict

I just took the test and it was A) climax

Which sentence correctly uses a colon? The rock climber laid out her gear: rope, climbing shoes, and a helmet. The climbers said that: "Pull-ups help climbers build upper body strength." The climber prepared to climb the boulder: by looking for good hand holds, putting chalk on her hands, and setting out thick crash pads. In the summer, the climber will tackle boulders: in the Grand Canyon and Zion National Parks.

Select all that apply.

How are timelines useful for studying history?

Timelines are useful for charting historical events.
Timelines are useful for identifying patterns in history.
Timelines are useful for contrasting different events.
Timelines are useful for understanding what was happening around the world at different times.
Timelines are useful for planning future important events.

What is/are the effect(s) of the parallelism used in the above excerpt? Select all that apply.
The survivors wanted to communicate everything to the living: the victim’s solitude and sorrow, the tears of mothers driven to madness, the prayers of the doomed beneath a fiery sky. They needed to tell of the child who, in hiding with his mother, asked softly, very softly, "Can I cry now?" They needed to tell of the sick beggar who, in a sealed cattle-car, began to sing as an offering to his companions. And of the little girl who, hugging her grandmother, whispered: "Don’t be afraid, don’t be sorry to die … I’m not."
It uses ethos to establish credibility.
It emphasizes the confession, the telling of what survivors saw.
It gives his words the rhythm of a poem or sermon.
It emphasizes the emotion in the words.

Which sentence best reflects the ancient concept of trial by a jury pf your peers?

What is the best definition for a main character?

A character who has little importance to the story and who simply acts as filler between scenes


A character who is the central focus of the story and who the reader follows from the beginning to the end


A character who is changed or who experiences dramatic growth throughout the course of the story


A character who does not drive the plot or contribute to the conflict of a story but who serves a role in developing the other characters or establishing meaning

Read this stanza from “The Road Not Taken.” What does the speaker understand about himself and about life? And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. Decisions have consequences Life is lonely and sad It is impossible to choose wisely We all get second chances in life

Complete the second sentence so that it means the same as the first.

Okay I made two parts for these questions.This part (1/2).Each person who answer will receive 25 points and the person who made me get the right answer gets brainliest.Btw,sorry that the questions were long D:

1.Select the letter of the term that best describes the role of the
Capitalized word or words in this sentence:
Mariah IS TRYING OUT FOR THE BASKETBALL TEAM.
a. simple subject d. complete predicate
b. simple predicate e. compound subject
c. complete subject f. compound predicate

2.Select the letter of the term that best describes the role of the
Capitalized word or words in this sentence:
So far she HAS PLAYED poorly, though.
a. simple subject d. complete predicate
b. simple predicate e. compound subject
c. complete subject f. compound predicate

3. Select the letter of the term that best describes the role of the
Capitalized word or words in this sentence:
She CRASHED into the coach and KNOCKED him over yesterday.
a. simple subject d. complete predicate
b. simple predicate e. compound subject
c. complete subject f. compound predicate

4.Select the letter of the term that best describes the role of the
Capitalized word or words in this sentence:
Many TEAMMATES burst into laughter.
a. simple subject d. complete predicate
b. simple predicate e. compound subject
c. complete subject f. compound predicate

Select the adjective(s) in the following sentence.

He ran off to put on a clean shirt.

Antonyms are words that are

A. defined in a thesaurus.
B. the same in meaning.
C. pronounced the same.
D. opposite in meaning.

In saki's story "The interlopers" what word would Not be appropriate to describe either of the two men?

A) Interloper 
B) poacher 
C) coward

Which statements about the controlling idea of a text are true? Check all that apply.

It includes the topic of the text.
It includes quotes from experts.
It includes the author’s viewpoint.
It is usually stated in the text’s introduction.
It is the underlying message of the text.
It is comparable to the theme (for a work of fiction).

Name the prepositional phrase and the word it modifies


"The quarterback will throw the ball to the receiver to win the game"

Which sentence uses the bold faced vocabulary word correctly? (“context” is boldfaced)

A. We contexted the novel to understand more about its history

B. A novelist contexts characters and dialogue

C. The context for Anne’s diary is the world war II era

D. We made context with a project about the Holocaust

Which detail from the foreword to Wheels of Change supports the viewpoint that access to bicycles improves the lives of women and children?

A: [M]y husband, F. K. Day, and I founded World Bicycle Relief (WBR). WBR works to provide access to independence and livelihood through the power of bicycles.

B: During our work in Sri Lanka in 2005-2006, we put more than 24,000 new bicycles into the hands of those rebuilding their lives. Since 2006, we have moved into Africa where we currently work in Zambia.

C: It is a challenge for many African girl students to remain in school. A myriad of obstacles often stand in their way.

D: A long list of benefits of educating a girl in a developing country compiled by the World Health Organization includes later marriages, smaller families, better hygiene, greatly increased likelihood that further children will receive education, and my favorite—greater confidence.

In at least one hundred words, describe point of view in Gandhi's The Story of My Experiments with Truth, and how this affects the narrative.

Locate the prepositional phrase and indicate if it is an adjective or adverb phrase.


The seeds in the garden have sprouted.

adjective phrase
or
adverb phrase

3. Why do think people still read the story-- The August Heat

Select the sentence that develops the idea of forming personal opinions beyond those expressed by others.

A. Still, Michelle had been curious, and she felt sorry that Erkan had a bad reputation among the staff.
B. She too had felt like everyone mistrusted her – especially at the nursing home where she was so much younger than the rest of the staff – so she understood how he must feel.
C. Besides, he was the only person in the whole place with skin nearly as dark as hers.

Why is Darry calling Ponyboy “little buddy” important in the outsiders?

(1). Which of the following themes can be drawn form each of the selections in this unit?

A: Experience teaches people important lesson and helps them to mature.

B: People in authority don't always treat young people fairly.

C: Humorous writing is the best writing.

D: It's harder to grow up in an unfamiliar environment than in a familiar one.


(2). Which of the following is one of the ways Russell Baker paints a picture of his mother?

A: He talks explicitly of his affection for her.

B: Include many of her wise saying.

C: He lists a lot of physical details about her.

D: He describes his parents' courtship.


(3). The important lesson that Twain learns in "A Cub Pilot" is

A: To trust your experience and education.

B: To eat healthy foods.

C: to rely on those in authority when tough decisions must be made.

D: To write so that you remember your youth.

Read the quotation from the beginning of section 3 of "An Occurrence at Owl Creek Bridge." As Peyton Farquhar fell straight downward through the bridge he lost consciousness and was as one already dead. From this state he was awakened—ages later, it seemed to him—by the pain of a sharp pressure upon his throat, followed by a sense of suffocation. Which of the following best describes how this quotation develops the theme of the story?

A) It confirms that Farquhar has not survived the hanging.
B) It suggests that Farquhar will overtake his captors.
C) It confirms that Farquhar committed a crime.
D)It suggests that Farquhar may be alive.

Mrs. Zajac wasn’t born yesterday. She knows you didn’t do your best work on this paper, Clarence. Don’t you remember Mrs. Zajac saying that if you didn’t do your best, she’d make you do it over? As for you, Claude, God forbid that you should ever need brain surgery. But Mrs. Zajac hopes that if you do, the doctor won’t open up your head and walk off saying he’s almost done, as you just said when Mrs. Zajac asked you for your penmanship, which, by the way, looks like you did it and ran. Felipe, the reason you have the hiccups is, your mouth is always open and the wind rushes in. You’re in fifth grade now. So, Felipe, put a lock on it. Zip it up. Then go get a drink of water. Mrs. Zajac means business, Robert. The sooner you realize she never said everybody in the room has to do the work except for Robert, the sooner you’ll get along with her. And . . . Clarence. Mrs. Zajac knows you didn’t try. You don’t just hand in junk to Mrs. Zajac. She’s been teaching an awful lot of years. She didn’t fall off the turnip cart yesterday. She told you she was an old-lady teacher.

She was thirty-four. She wore a white skirt and yellow sweater and a thin gold necklace, which she held in her fingers, as if holding her own reins, while waiting for children to answer. Her hair was black with a hint of Irish red. It was cut short to the tops of her ears, and swept back like a pair of folded wings. She had a delicately cleft chin, and she was short—the children’s chairs would have fit her. Although her voice sounded conversational, it had projection. She had never acted. She had found this voice in the classrooms.

Mrs. Zajac seemed to have a frightening amount of energy. She strode across the room, her arms swinging high and her hands in small fists. Taking her stand in front of the green chalkboard, discussing the rules with her new class, she repeated sentences, and her lips held the shapes of certain words, such as “homework,” after she had said them. Her hands kept very busy. They sliced the air and made karate chops to mark off boundaries. They extended straight out like a traffic cop’s, halting illegal maneuvers yet to be perpetrated. When they rested momentarily on her hips, her hands looked as if they were in holsters. She told the children, “One thing Mrs. Zajac expects from each of you is that you do your best.” She said, “Mrs. Zajac gives homework. I’m sure you’ve all heard. The old meanie gives homework.” Mrs. Zajac. It was in part a role. She worked her way into it every September.

At home on a late summer day like these, Chris Zajac wore shorts or blue jeans. Although there was no dress code for teachers here at Kelly School, she always went to work in skirts or dresses. She dressed as if she were applying for a job, and hoped in the back of her mind that someday, heading for job interviews, her students would remember her example. Outside school, she wept easily over small and large catastrophes and at sentimental movies, but she never cried in front of students, except once a few years ago when the news came over the intercom that the Space Shuttle had exploded and Christa McAuliffe had died—and then she saw in her students’ faces that the sight of Mrs. Zajac crying had frightened them, and she made herself stop and then explained.

At home, Chris laughed at the antics of her infant daughter and egged the child on. She and her first-grade son would sneak up to the radio when her husband wasn’t looking and change the station from classical to rock-and-roll music. “You’re regressing, Chris,” her husband would say. But especially on the first few days of school, she didn’t let her students get away with much. She was not amused when, for instance, on the first day, two of the boys started dueling with their rulers. On nights before the school year started, Chris used to have bad dreams: her principal would come to observe her, and her students would choose that moment to climb up on their desks . . . or they would simply wander out the door. But a child in her classroom would never know that Mrs. Zajac had the slightest doubt that students would obey her.

The first day, after going over all the school rules, Chris spoke to them about effort. “If you put your name on a paper, you should be proud of it,” she said. “You should think, This is the best I can do and I’m proud of it and I want to hand this in.” Then she asked, “If it isn’t your best, what’s Mrs. Zajac going to do?”

Many voices, most of them female, answered softly in unison, “Make us do it over.”

“Make you do it over,” Chris repeated. It sounded like a chant.

Read the above excerpt from the nonfiction book Among Schoolchildren by Tracy Kidder, then write a paragraph that describes its overall tone. Identify key words and phrases that support your answer.

When the author enters the courtroom what is she certain she will do ?

What word describes something that was set on fire?
1. Browned: turned brown through a cooking process
2.Cooked: prepared for consumption
3.Singed: burned superficially or lightly
4.Toasted: caused to give off heat to a moderate degree

How does Casey feel about drama when Kim first asks her to help out? How does she feel about it by the end of the story? COMPARE & CONTRAST

From the story "Marigolds":
Lizabeth's "world had lost its boundary lines," when she overheard her father crying to her mother. What can we assume about the character of the father because of her reaction to this moment?

Which is the best example of voice as it applies to essay writing?

Question 27 options:

An essay in which the writer's personality is clearly distinguishable.


An essay that uses simple, easy-to-understand vocabulary.


An essay in which every paragraph and sentence supports a single thesis.


An essay in which each sentence and paragraph flows logically from one to the next.



Which is the best example of clarity as it relates to essay writing?

Question 28 options:

An essay in which each sentence and paragraph flows logically from one to the next.


An essay that uses straightforward vocabulary and sentence structure.


An essay in which the writer's personality is clearly distinguishable.


An essay in which every paragraph and sentence supports a single thesis.

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"Old time is still a-flying" is an example of ?

Read the excerpt below from the poem “I Knew a Woman” by Theodore Roethke and answer the question that follows.



Let seed be grass, and grass turn into hay:
I’m martyr to a motion not my own;
What’s freedom for? To know eternity.
I swear she cast a shadow white as stone.
But who would count eternity in days?
These old bones live to learn her wanton ways:
(I measure time by how a body sways).

Source: Roethke, Theodore. “I Knew a Woman.” The Collected Poems of Theodore Roethke. New York: Random House Inc., 1961. Poetry Foundation. Web. 9 June 2011.



Which excerpt is a simile that indicates a thoughtful mood?


“Let seed be grass, and grass turn into hay:”

“(I measure time by how a body sways).”

“These old bones live to learn her wanton ways:”

“I swear she cast a shadow white as stone.”