What can you infer about the narrator, a horse named Black Beauty, in this excerpt from Anna Sewell’s Black Beauty? I was quite happy in my new place, and if there was one thing that I missed it must not be thought I was discontented; all who had to do with me were good and I had a light airy stable and the best of food. What more could I want? Why, liberty! For three years and a half of my life I had had all the liberty I could wish for; but now, week after week, month after month, and no doubt year after year, I must stand up in a stable night and day except when I am wanted, and then I must be just as steady and quiet as any old horse who has worked twenty years. Straps here and straps there, a bit in my mouth, and blinkers over my eyes. A. Black Beauty desires to live a life of freedom. B. Black Beauty cannot cope with her workload. C. Black Beauty hates her new surroundings. D. Black Beauty likes resting in her stable all day. E. Black Beauty wants to live a more meaningful life.

Ipronounced his name, offering him at the same time my hand: he took it, smiling and saying, “we shall do very well by-and-by.” then he laid me down, and addressing bessie, charged her to be very careful that i was not disturbed during the night. having given some further directions, and intimates that he should call again the next day, he departed; to my grief: i felt so sheltered and befriended while he sat in the chair near my pillow… (chapter 3) this passage, in which jane first meets the doctor, is an example of

“simile” by n. scott momaday what did we say to each other that now we are as the deer who walk in single file with heads high with ears forward with eyes watchful with hooves always placed on firm ground in whose limbs there is latent flight source: momaday, n. scott. “simile.” the language of literature. new york: mcdougal littell, 2006. 265. print. which of the following techniques does this poem use? i. simile ii. sensory imagery iii. allusion i and ii i and iii ii and iii i only

Read the excerpt from the war of the worlds, in which the crowd begins to disperse just before the first martian exits the cylinder.when i returned to the common the sun was setting. scattered groups were hurrying from the direction of woking, and one or two persons were returning. the crowd about the pit had increased, and stood out black against the lemon yellow of the sky—a couple of hundred people, perhaps. there were raised voices, and some sort of struggle appeared to be going on about the pit. strange imaginings passed through my mind. as i drew nearer i heard stent's voice: "keep back! keep back! "a boy came running towards me."it's a-movin'," he said to me as he passed; 'a-screwin' and a-screwin' out. i don't like it. i'm a-goin' 'ome, i am."what options accurately depict the impact of the boy's words on pacing within the excerpt? (select all that apply.)the war of the worldsthe setting is in england, so the boy's words provide the reader with the dialect of the area. even though that slows down the plot, the boy's words contain important information.the plot's forward movement is slow at the beginning of the excerpt because there is little action. the boy's words increase the tension and counteract that lag.the narrator is not close enough to see clearly into the pit, so the boy's words provide the narrator with the information he needs, which moves the plot forward.the boy's words serve to speed up the pacing of the plot because, as he is talking to the narrator, he is running past him to get away.the narrator is not close enough to see clearly into the pit, so the boy's words provide the narrator with the information he needs, which moves the plot forward.wrong? the boy's words serve to speed up the pacing of the plot because, as he is talking to the narrator, he is running past him to get away.