How, according to the author, can role-reversal be a positive thing in a child’s life?
a. If it is initiated by the child and not forced, role-reversal can be a fun activity and change for children.
b. Role-reversal is a crucial part of a child’s development, preparing them for when they will eventually have to take care, or “parent,” their own parents/elders.
c. Occasional role-reversal allows children to experience what future relationships and duties will be like, preparing their eventual transition into adult life.

5. Which of the following best states the author’s likely purpose for writing this article?
a. To discuss the importance of childhood and the effects long-term role-reversal, as well as denied childhood, can have on a person
b. To condemn divorce for its effects on any children involved
c. To promote the idea of gradual adolescent responsibilities, arguing that children are much more capable than we think
d. To support the concept of an extended childhood, if one has been denied this important period in one’s life

d. Occasional role-reversal allows children to experience what future relationships and duties will be like, making them appreciate their carefree childhood even more.

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?