Read the paragraph from lucy’s narrative. i could see that my neighbor was struggling with the lone bag of groceries cradled in her arms, but i wasn’t sure what i should do. grandma june—what all the neighborhood kids had called her for as long as i could remember—had always been the one to care for us, to us build stronger forts, to grow better flowers, and to learn from our mistakes. to ask if she needed with something as simple as carrying in one bag of groceries would be like shouting to the world that she was aging, that she was no longer as strong as she once had been. hesitantly, i walked to the wooden gate that divided our front lawn from hers and stood there as the package she was carrying threatened to spill from her arms. which element of a narrative should lucy include next to most effectively move the story forward? a sentence that clearly establishes who is telling the story a reflection that explains what the writer learns from the experience a detailed description of the package in grandma june’s arms a few lines of dialogue between the writer and grandma june

The answer is:

a few lines of dialogue between the writer and Grandma June

In the paragraph from Lucy's narrative, the author should include a conversation between the narrator and Grandma June to move the story forward more effectively. In that matter, because the account hooks the reader as to get to know how Lucy approaches her neighbor, it should contain an exchange between them.

write two paragraphs to compare and contrast the narrators’ schools and explain how their schools shape their perspectives toward the hijab. cite evidence from the text to support your ideas.

copy and paste answer:

two paragraphs to compare and contrast the narrator's schools would be this, the one school with the veil is the one school were the students were forced to wear the veils, and they did not know why they had to wear the veils. the girl student writing the story was not like the other students, she didn't care. in the second school there was a lot of hostile activities going on throughout the school. most of the students were upset and this, including the author, but she was trying to look and the good side of things.  

overall, both schools had something that the students or most of the students did not like or appreciate. what you can learn from these stories is that life will never be exactly how you may want it to be. complaining about your lifestyle will only make matters worse or at least feel worse in the long run. that's happens to be the information you can interpret from these two stories.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)