Help ASAP). Which of these contains a simile? Look at the picture for the answer choices. Will Mark Brainliest.​

Answer: Eden conveys the sense of curiosoty the speaker has about her new surroundings according to the story.

Explanation:

Answer: answer 2

Explanation: because it’s right

Answer: There will always be people who will judge you, no matter what you do. It doesn't matter if you're out in public or at an event. someone will always judge you based on your physical appearance, age, gender, ethnicity, or country of origin. People judge you for your looks without knowing anything about you say you're walking in a restaurant, and someone looks at you for your appearance they probably are judging you and might have a look on their face that gives away what they might be thinking of you.

People feel like if you are quiet and shy that you won't tell on them when they do something like bully a kid or tease them or make fun of their clothing and etc., The thing about being Judged is that people who judge you tend to draw from their own feelings, failings, and personal experiences.

Poetic devices used in the given phrase, "Is like the rustle when the wind blows through," include simile, onomatopoeia, and personification.

1. Simile: The phrase begins with the words "Is like," indicating a comparison is being made between two things. A simile is a figure of speech that compares two unrelated things using "like" or "as." In this case, the comparison is between an unidentified subject and the rustle produced when the wind blows through something.

2. Onomatopoeia: The phrase "the rustle" incorporates onomatopoeia, which is the use of words that imitate or suggest the sound they describe. In this case, "rustle" is an example of onomatopoeia as it mimics the sound produced by the movement of leaves or other lightweight objects.

3. Personification: The phrase also employs personification, a poetic device where human characteristics are attributed to non-human entities or objects. In this case, the wind is personified as it is described as "blowing through." Wind does not have the physical ability to blow or pass through objects, but this personification adds a vivid and imaginative quality to the description.

In summary, the poetic devices used in the phrase "Is like the rustle when the wind blows through" are simile, onomatopoeia, and personification. The simile compares an unknown subject to the sound of rustling caused by the wind. The word "rustle" is an example of onomatopoeia, imitating the sound it represents. Finally, personification is employed as the wind is described as "blowing through," attributing human-like action to a natural force.

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Answer: This one is easy it is A.

Explanation: The reason why it is a is because the speaker has excitement about being in the film class.

                                 Hope this helps!

The statement from the passage that is an example of a reasoned judgment is this:

A reasoned judgment refers to a conclusion that is reached based on extant pieces of evidence. The person who uses reasoned judgment does not just say what he or she is not sure of.

hey rather base their viewpoints on some valid reasons. In the case above, it was the speaker's pride in his company that caused him to stand up for his country and do what was right.

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Answer: Stand up for the girls

Explanation:

In the short story, "A&P " by John Updike, Sammy works in a shop where a couple of girls come to shop in their bathing suits. His manager on seeing this, chastises the girls and tells them that they should dress more appropriately and that if they came to the shop again dressed in such a manner they wouldn't be allowed in.

Sammy liked one of the girls and so decided to stand up for her and the others by quitting his job in the hope that the girl he liked would be impressed enough to date him.

                                    A GREEN CITY

                                           By Shivani, Secretary, Environment Club

A green city benefits the environment, guarantees a high level of biodiversity, lowers air pollution, ensures water storage, muffles noise, and aids in cooling down during hot weather.

Living near green areas like gardens, parks, and forests may benefit young children's development. It has been linked to decreased behavioral issues across the board, improved academic achievement, and heightened attention and working memory. Green is also necessary for a sustainable and climate-proof environment.

By transferring water from the ground into the sky, they help to lower air and surface temperatures around cities, along with shrubs, grass, and other types of vegetation. Trees and other plants play a significant role in slowing climate change and its warming effect by absorbing carbon emissions. Thus it is very important to develop green cities.

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a. While Reading Activities for "The Ant and the Dove" Story: Predicting, Visualizing, Making Connections, Asking Questions, Summarizing.

b. Using Skimming or Scanning in "The Ant and the Dove" Story: Skimming for main ideas, Scanning for specific details, Locating keywords or phrases, Searching for answers to specific questions, and Identifying relevant paragraphs or sections.

c. Post Reading Activities for "The Ant and the Dove" Story: Retelling, Character Analysis, Writing a Letter, Drawing or Acting, and Moral Discussion.

d. Teaching the Plot of "The Ant and the Dove" Story: Introduction, Exposition, Rising Action, Climax, Resolution.

e. Teaching the Moral in "The Ant and the Dove" Story: Identifying the Moral, Group Reflection, Real-Life Connections, Role-Play, and Personal Reflection.

a. While Reading Activities for "The Ant and the Dove" Story:

1. Predicting: Before reading the story, ask students to predict what they think will happen based on the title or any accompanying illustrations.

2. Visualizing: Ask students to create mental images of the events and characters described in the story.

3. Making Connections: Encourage students to make connections between the story and their own experiences or knowledge.

4. Asking Questions: Prompt students to ask questions while reading the story to deepen their understanding.

5. Summarizing: Pause periodically during the reading and ask students to summarize what has happened so far.

b. Using Skimming or Scanning in "The Ant and the Dove" Story:

1. Skimming: Ask students to quickly skim the passage to get a general sense of the story's structure and main ideas.

2. Scanning: Provide specific questions related to the story and ask students to scan the passage to find the relevant information quickly.

c. Post Reading Activities for "The Ant and the Dove" Story:

1. Retelling: Ask students to retell the story in their own words. Encourage them to include the main characters, events, and the sequence of actions.

2. Character Analysis: Have students choose one character from the story and analyze their traits, motivations, and actions.

3. Writing a Letter: Ask students to imagine they are the dove and write a letter to the ant, expressing their gratitude for the ant's help.

4. Drawing or Acting: Prompt students to illustrate a scene from the story or act out a short skit based on a specific event.

5. Moral Discussion: Engage students in a group discussion about the moral lesson conveyed in the story.

d. Teaching the Plot of "The Ant and the Dove" Story:

1. Introduction: Begin by introducing the story and its main characters, the ant and the dove.

2. Exposition: Explain the initial situation, where the ant becomes trapped in the water and the dove saves it by breaking a branch.

3. Rising Action: Describe the events that occur after the ant is saved, such as the ant offering to help the dove in return.

4. Climax: Highlight the turning point in the story, where the ant's assistance becomes crucial in rescuing the dove from a hunter's trap.

5. Resolution: Discuss the final outcome, where both the ant and the dove help each other and express their gratitude.

e. Teaching the Moral in "The Ant and the Dove" Story:

1. Identifying the Moral: Engage students in a discussion to identify the moral lesson conveyed in the story.

2. Group Reflection: Divide students into small groups and ask them to reflect on the moral lesson individually.

3. Real-Life Connections: Guide students in making connections between the moral lesson of the story and real-life situations.

4. Role-Play: Divide students into pairs or small groups and ask them to create short skits or role-plays that exemplify the moral lesson from the story.

5. Personal Reflection: Assign students to write a personal reflection or journal entry, focusing on a time when they experienced or witnessed an act of kindness.

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Answer:

The last movie that I watched was "I spit on your grave"

Explanation:

I really liked the main character (Jennifer Hills) because she exacted revenge on her kidnappers and made them pay for what they did to her.

~I hoped this helps! If this wasn't the answer you were looking for, please don't hesitate to comment here or private message me! Have a nice day/night! :))~

The Pilton Pop, Folk and Blues Festival, the inaugural event held at Worthy Farm, debuted the day after Jimi Hendrix's passing in late summer 1970.

On either side of King Arthur's tomb are the tombs of the Saxon kings interred at Glastonbury. To the north, Edmund the Elder was reinterred, and to the south, Edmund Ironside. At Glastonbury Abbey, a royal Saxon mausoleum was built by arranging the tombs in this manner.

It's possible that Glastonbury had religious significance before Christianity. Although a later mediaeval Christian legend stated that Joseph was the abbey's founder, the abbey was founded by Britons and dates to at least the early seventh century.

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Question:-

Which of the following is the best summary of the section "The Graves at Glastonbury" in paragraph?

author alternates between providing information about the research team and the experiment. The author focuses on providing information about the research team and does not discuss details about the experiment. The author focuses on providing information about the research team and does not discuss details about the experiment. The author provides all information about the research team first and then gives details about the experiment. The author provides all information about the summary

Answer:

She tried to keep cheerful and kept writing in her diary.

Explanation:

The optimistic and futuristic nature of Anne has helped her get saved during the time she served in the Annex. Everyone must try to keep their thinking in the same manner as of her.

A thinking of expecting positive and fruitful outcomes from the events in the present and the future is generally regarded as an optimistic nature of a person.

In the above example, Anne has stayed optimistic in her nature throughout the time she served, and this helped her stay calm and composed throughout the period as such.

Hence, optimistic nature is one of the character traits of Anne.

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Answer: I can help :) A Please link the story in the replies!! im really good at main ideas/ theme.

Answer:

Mad cow disease ended because of government bans on feeding cows certain foods, but people were angry that governments did not act sooner.

Answer:

Character traits are valued aspects of a person's behavior. Everyone has character traits, both good and bad, including our favorite fictional characters. Character traits are often labeled with descriptive adjectives such as patient, unfaithful, or jealous. ... This also makes core values similar to character traits.

The subjects you choose might affect your eligibility for particular career paths: A certain set of abilities and knowledge are needed for several job pathways, and they are frequently learned through formal schooling.

The three elements of the theory student interest, usefulness, and success are what determine what topic a student decides to study.

At the graduate level, and in the workforce will be impacted by the topics you pick, therefore it's crucial that you do your research. For instance, a student has to have a solid background in math and physics if they want to pursue a career in engineering.

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Answer:

Large is the antonym of thin: I'm large compared to my thin brother, I weigh much more too.

Tall is the antonym of short: My sister is tall compared to my short brother, she is 5 inches taller than him.

and so on..

Model is a synonym of blueorint: My blueprints are missing. If I don't have a model, I won't be able to build the house.

and so on..

Answer: definitly walk away playing a fiddle duh

Explanation:

Answer:

B) Teaching

Explanation:

The simple present tense of "He was a good footballer once" is "He is a good footballer."

In the simple present tense, we use the base form of the verb. Additionally, the verb "was" in the past tense is changed to "is" in the present tense to show that the statement is currently true.

The adverb "once," which indicates a past time, is removed as it is not applicable to the present tense. So, the sentence in the simple present tense becomes "He is a good footballer."

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Each scenario has been matched with the kind of culture it illustrates as follows:

The High context culture is a way of life that is interested in the collective. Individuals tend to be intuitive and pay a lot of attention to interpersonal relationships. This type of culture senses information through observation and non-verbal forms of expression.

Low-context cultures align with individuals who are individualistic in nature. They are direct and explicit in their ways of doing things. They also use words to communicate their feelings instead of non-verbal forms of communication.

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Answer:

it   Wonderstruck that wen he done it be cuse he was sad have a good day  :>

The conclusion about the narrator is that he has an inflated opinion of his own positive qualities.

The conclusion that the reader can draw about the narrator is that he has an inflated opinion of his own positive qualities.

This can be inferred from the statement made that the narrator believes he has surpassed Edward in wealth and status even though there is no evidence to support this claim. Additionally, throughout the text, the narrator consistently presents himself in a positive light and belittles others, indicating his inflated self-opinion.

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Answer:

I believe that we meet people for a reason; for instance, when I go to school, I see a lot of teachers. These teachers are there to teach us, so we have to meet them to learn from them. So in conclusion we meet people cause that how our life and society goes it a way of living or else you'll become autistic.

Explanation:

Text that explains what Tan is not:

"a writer" (line 1)

"someone who has always loved language" (line 2)

"fascinated by language in daily life" (line 2)

"bilingual" (line 9)

"a speaker of other languages" (line 9)

Types of English that Tan describes and how she describes them:

Standard English: "carefully written" (line 2)

"Broken" English: "like others, I have described it to people as 'broken' or 'fractured' English" (line 61)

Her mother's English: "vivid, direct, full of observation and imagery" (line 60)

"My" English: "a hybrid of two languages" (line 68)

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Answer:

The lady __is wearing__ a sari now.

Explanation:

This is because "is wearing" is present tense and matches "now" in the sentence.

Answer:

the lady is wearing a sari now .

hope it is helpful to you

We can see here that the truth behind dignity of work is that the hard work people put in their work should pay off no matter what kind of work the person does.

Dignity of work is actually known to be the experience that those that work have which brings feelings of self-worth and achievement. This dignity is seen when an employee gets properly paid for the work he is doing and treated equally like the others are being treated.

Partiality and favoritism opposes dignity of work. When employers favour others above others not on the basis of merit but on the basis of favoritism, then dignity of work is been eroded.

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An example of a startling statement is "There are an estimated twenty million cats in the India."

Statistics and odd facts can be used to support shocking claims. A good stunning statistic should astonish the audience and pique their interest in the subject at hand. For instance, you might begin your lecture on oil conservation by noting that a Boeing 747 airliner can contain 57,285 gallons of petroleum.

It's crucial to employ stunning comments ethically, even when they're entertaining. Make sure your shocking statement is factual first. The Internet is rife with shocking assertions and claims that are plain untrue, therefore you have an ethical obligation to verify a statement's veracity before using it.

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