Read the excerpt below from the poem “ulysses” by alfred, lord tennyson, and answer the question that follows.
old age hath yet his honour and his toil;
death closes all; but something ere the end,
some work of noble note, may yet be done,
not unbecoming men that strove with gods.
the lights begin to twinkle from the rocks:
the long day wanes: the slow moon climbs: the deep
moans round with many voices. come, my friends,
‘tis not too late to seek a newer world.
push off, and sitting well in order smite
the sounding furrows; for my purpose holds
to sail beyond the sunset, and the baths
of all the western stars, until i die.
it may be that the gulfs will wash us down:
it may be we shall touch the happy isles,
and see the great achilles, whom we knew.
tho’ much is taken, much abides; and tho’
we are not now that strength which in old days
moved earth and heaven; that which we are, we are;
one equal temper of heroic hearts,
made weak by time and fate, but strong in will
to strive, to seek, to find, and not to yield.
source: tennyson, alfred. “ulysses.” the early poems of alfred, lord tennyson. london: edward moxon, 1842. project gutenberg. 2005. web. 7 june 2011.
which of the following describes the structure of this excerpt best?
free verse
sonnet
ballad
blank verse

Now close reading is an essential and foundational skill needed to succeed in any language arts course. acquiring this skill will you form a strategy when writing about literature. you will be required to perform and develop this skill as you progress through this course and other courses in your school career. identify and discuss your areas of strength in language arts. what do you do well? what do you like doing in a course like this? why do those tasks work well for you? you can also identify a challenge you have that you’d like to work on throughout this course. use this discussion as an opportunity to give advice to your classmates based on your stronger skills and to ask for with skills you are still developing.

Based on the cause-and-effect relationship in this sentence, what is the meaning of the word revert? the brownies kali made using a new recipe were too dry, so she reverted to her original recipe. a) to alter or change completely; revise b) to dispose of or remove; to throw away c) to prepare for something; assemble or make d) to go back to a previous state or practice

Read the passage, then answer the question that follows. no one could have seen it at the time, but the invention of beet sugar was not just a challenge to cane. it was a hint—just a glimpse, like a twist that comes about two thirds of the way through a movie—that the end of the age of sugar was in sight. for beet sugar showed that in order to create that perfect sweetness you did not need slaves, you did not need plantations, in fact you did not even need cane. beet sugar was a foreshadowing of what we have today: the age of science, in which sweetness is a product of chemistry, not whips. in 1854 only 11 percent of world sugar production came from beets. by 1899 the percentage had risen to about 65 percent. and beet sugar was just the first challenge to cane. by 1879 chemists discovered saccharine—a laboratory-created substance that is several hundred times sweeter than natural sugar. today the sweeteners used in the foods you eat may come from corn (high-fructose corn syrup), from fruit (fructose), or directly from the lab (for example, aspartame, invented in 1965, or sucralose—splenda—created in 1976). brazil is the land that imported more africans than any other to work on sugar plantations, and in brazil the soil is still perfect for sugar. cane grows in brazil today, but not always for sugar. instead, cane is often used to create ethanol, much as corn farmers in america now convert their harvest into fuel. –sugar changed the world, marc aronson and marina budhos how does this passage support the claim that sugar was tied to the struggle for freedom? it shows that the invention of beet sugar created competition for cane sugar. it shows that technology had a role in changing how we sweeten our foods. it shows that the beet sugar trade provided jobs for formerly enslaved workers. it shows that sweeteners did not need to be the product of sugar plantations and slavery.