Read the excerpt from "a quilt of a country."

what is the point of this splintered whole? what is the point of a nation in which arab cabbies chauffeur jewish passengers through the streets of new york—and in which jewish cabbies chauffeur arab passengers, too, and yet speak in theory of hatred, one for the other? what is the point of a nation in which one part seems to be always on the verge of fisticuffs with another, blacks and whites, gays and straights, left and right, pole and chinese and puerto rican and slovenian? other countries with such divisions have in fact divided into new nations with new names, but not this one, impossibly interwoven even in its hostilities.

once these disparate parts were held together by a common enemy, by the fault lines of world wars and the electrified fence of communism. with the end of the cold war there was the creeping concern that without a focus for hatred and distrust, a sense of national identity would evaporate, that the left side of the hyphen—african-american, mexican-american, irish-american—would overwhelm the right. and slow-growing domestic traumas like economic unrest and increasing crime seemed more likely to emphasize division than community. today the citizens of the united states have come together once more because of armed conflict and enemy attack. terrorism has led to devastation—and unity.

which statement best traces the development of a central idea from one paragraph to the next?

a. the first paragraph describes different groups of americans. the second paragraph discusses what unifies them.
b. the first paragraph describes ideals shared by most americans. the second paragraph describes how these ideals sometimes differ.
c. the first paragraph describes immigrant groups. the second paragraph discusses native-born americans.
d. the first paragraph describes america during peaceful times. the second paragraph discusses america during times of war.

answer; /// the above statement is (true);

i have learned a great many things from participating in varsity football. it has changed my entire outlook on and attitude toward life. before my freshman year at [high-school], i was shy, had low self-esteem and turned away from seemingly impossible challenges. football has altered all of these qualities. on the first day of freshman practice, the team warmed up with a game of touch football. the players were split up and the game began. however, during the game, i noticed that i didn't run as hard as i could, nor did i try to evade my defender and get open. the fact of the matter is that i really did not want to be thrown the ball. i didn't want to be the one at fault if i dropped the ball and the play didn't succeed. i did not want the responsibility of the team because i was too afraid of making a mistake. that aspect of my character led the first years of my high school life. i refrained from asking questions in class, afraid they might be considered too stupid or dumb by my classmates. all the while, i went to practice and everyday, i went home physically and mentally exhausted.

yet my apprehension prevailed as i continued to fear getting put in the game in case another player was injured. i was still afraid of making mistakes and getting blamed by screaming coaches and angry teammates. sometimes these fears came true. during my sophomore season, my position at backup guard led me to play in the varsity games on many occasions. on such occasions, i often made mistakes. most of the time the mistakes were not significant; they rarely changed the outcome of a play. yet i received a thorough verbal lashing at practice for the mistakes i had made. these occurrences only compounded my fears of playing. however, i did not always make mistakes. sometimes i made great plays, for which i was congratulated. now, as i dawn on my senior year of football and am faced with two starting positions, i feel like a changed person.

over the years, playing football has taught me what it takes to succeed. from months of tough practices, i have gained a hard work ethic. from my coaches and fellow teammates, i have learned to work well with others in a group, as it is necessary to cooperate with teammates on the playing field. but most important, i have also gained self-confidence. if i fail, it doesn't matter if they mock or ridicule me; i'll just try again and do it better. i realize that it is necessary to risk failure in order to gain success. the coaches have always said before games that nothing is impossible; i know that now. now, i welcome the challenge. whether i succeed or fail is irrelevant; it is only important that i have tried and tested myself.

the topic of this essay is how the applicant has matured and changed since his freshman year. he focuses on football. one of the strengths of this essay is that it is well organized. the applicant clearly put time into the structure and planning of this essay. he uses the platform of football to discuss and demonstrate his personal growth and development through the high school years. what he could have done better was spend more time describing himself after he made improvements. as it is, he only tells us about his newfound confidence and drive. this essay would have been stronger had he actually shown us, perhaps by including a story or describing an event where his confidence made a difference

explanation:

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the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

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there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”