[Chorus:] The fearful passage of their death-mark'd love, And the continuance of their parents' rage, Which, but their children's end, nought could remove, Is now the two hours' traffick of our stage —Romeo and Juliet, William Shakespeare Paraphrase these lines from the prologue in two to three sentences.

Deceive the tone of “miss rosie” and how it changed the poem progresses. how does the figurative language contribute to the poems tone? provide two specific details from the poem, either quotes or paraphrased, to support you response

Read the excerpt below from "letter from birmingham jail" and then answer the question below: "my citing the creation of tension as part of the work of the nonviolent resister may sound rather shocking. but i must confess that i am not afraid of the word "tension." i have earnestly opposed violent tension, but there is a type of constructive, nonviolent tension which is necessary for growth. just as socrates felt that it was necessary to create a tension in the mind so that individuals could rise from the bondage of myths and half truths to the unfettered realm of creative analysis and objective appraisal, so must we see the need for nonviolent gadflies to create the kind of tension in society that will men rise from the dark depths of prejudice and racism to the majestic heights of understanding and brotherhood." how does king's repetition of the term "tension" impact the meaning of the text? question 5 options: dr. king says that he is afraid of the word tension and he doesn't think it is necessary. dr. king repeats the word tension to explain how he sees the word as a negative force that discourages change. dr. king repeats the word tension unintentionally, and it doesn't impact the meaning of the text. dr. king repeats the word tension to support how he views the word tension as positive and growth-producing.

Which of the following components of information literacy relates the most to purpose of information? a. information creation as a process b. authority is constructed and contextual c. research as inquiry