in the poem "annabelle lee", what happened to the poem's namesake?

question 7 options:

her family moved so she would no longer see the speaker.

she was blown by the wind off of a sea cliff.

she died suddenly from an illness.

she was buried alive in a tomb.

question 8 (4 points)
why does the speaker believe annabel lee died?

question 8 options:

because unhappy angels were bored and killed her for fun

because angels were jealous of the young lovers

because she was playing dangerously close to the sea

because he didn't appreciate her when she was alive

question 9 (1 point)
what type of rhyme is emily dickinson's poetry know for?

question 9 options:

slant rhyme

end rhyme

internal rhyme

eye rhyme

question 10 (1 point)
read the excerpt from "i started early – took my dog" by emily dickinson below. which literary element is she using?

but no man moved me – till the tide
went past my simple shoe –
and past my apron – and my belt
and past my boddice – too –

and made as he would eat me up –
as wholly as a dew
opon a dandelion's sleeve –
and then – i started – too –

question 10 options:

personification

simile

symbolism

metaphor

question 11 (1 point)
which of the following is a common theme emily dickinson uses in her poetry?

question 11 options:

death and loss

true love

coming of age

hero's journey

question 12 (1 point)
i heard a fly buzz - when i died
by emily dickinson

i heard a fly buzz - when i died -
the stillness in the room
was like the stillness in the air -
between the heaves of storm -

the eyes around - had wrung them dry -
and breaths were gathering firm
for that last onset - when the king
be witnessed - in the room -

i willed my keepsakes - signed away
what portion of me be
assignable - and then it was
there interposed a fly -

with blue - uncertain - stumbling buzz -
between the light - and me -
and then the windows failed - and then
i could not see to see -

what is significant about the fly in the poem above?

question 12 options:

it let's the reader know how quiet the room was as the narrator was dying.

it was annoying the narrator.

it wasn't important to the poem.

Read the following excerpt from life on the mississippi by mark twain. no girl could withstand his charms. he "cut out" every boy in the village. when his boat blew up at last, it diffused a tranquil contentment among us such as we had not known for months. but when he came home the next week, alive, renowned, and appeared in church all battered up and bandaged, a shining hero, stared at and wondered over by everybody, it seemed to us that the partiality of providence for an undeserving reptile had reached a point where it was open to criticism. how does twain's use of understatement serve his purpose? be sure to use specific details from the text to support your answer.

Select the correct sentence. a. i feel well about starting my new classes this semester. b. despite her inexperience, helen did surprisingly well in the gymnastic competition. c. justin has a great sense of humor and can tell a joke really good. d. that tie looks well with your shirt.

Create a well-crafted essay of 1-2 pages outlining a likely theory of king tutankhamun’s death at the age of nineteen. your goal is to convince peers your age that this is the most reasonable theory according to the evidence. incorporate the subjunctive and conditional moods within your writing. use the following rubric to guide your writing. remember to check your spelling (by using a spell checker and also against the original text) to ensure the proper spelling of names and places in king tut’s world. reminder: spell checkers are great, but they’re not always right. think about terms specific to egypt or even tutankhamun’s name. a spell checker won’t know if you’re spelling these correctly, so check with the reading to keep consistent. rubric criterion exceptional capable developing beginning points earned ideas & content main claim supporting details sources are cited clear, focused, interesting ideas with appropriate detail, sources are cited evident main idea with some support which may be general or limited, sources are mentioned main idea may be unclear; supporting detail is vague or off topic, some source information used central idea or theme is not stated; supporting detail may be nonexistent, no sources mentioned organization structure (claim/counterclaim) introduction conclusion strong organization; seamless paragraph transitions; effective and engaging intro and conclusion organization is appropriate but conventional; attempt at introduction and conclusion attempts at organization, inappropriate use of lists or bullets; introduction and conclusion are not developed no introduction or conclusion; no clear organizational framework or transitions voice personality sense of audience appropriate to audience; expressive, engaging, sincere voice is appropriate to topic, but inconsistent or dry voice may be inappropriate; writing may seem mechanical writer’s voice is inappropriate or nonexistent word choice precision effectiveness imagery broad range of descriptive words; creative examples, vivid details and images language is functional and appropriate; descriptions may lack detail or be overdone words may be correct but simplistic; no attempt at detail, description, or examples word choice is limited, words are often misused; supporting detail and examples are nonexistent sentence fluency rhythm, flow variety easy flow and rhythm; good variety in length and structure sentences are appropriate but lack variety and length awkward phrasing and structure, similar patterns and choppy language sentences are incomplete or difficult to follow, language is confusing conventions age appropriate spelling, capitalization, punctuation, grammar strong use of correct conventions; errors are few and minor most writing conventions correct; occasional high profile errors frequent errors; most do not interfere with readability frequent errors interfere with readability