Read the excerpt from The Riddle of the Rosetta Stone by James Cross Giblin. Some of these scholars made otherwise significant contributions to the world's knowledge of ancient Egypt. A German priest of the 1600s, Athanasius Kircher, wrote the first grammar and vocabulary of Coptic, the language of Christian Egypt. These books were to prove of great value when the hieroglyphs were eventually deciphered. But Kircher's ideas about the hieroglyphs themselves were even farther off the mark than those of Horapollo. Looking at a certain group of symbols—which actually stood for the name of a pharaoh—Kircher let his imagination run wild. Without any evidence to support him, he said that the hieroglyphs meant "The blessings of the god Osiris are to be procured by means of sacred ceremonies, in order that the benefits of the river Nile may be obtained." From 1650 onward, Kircher produced several volumes of such nonsense. It earned him a reputation for being an expert on the hieroglyphs—a

B). 'A German priest of the 1600s, Athanasius Kircher, wrote the first grammar and vocabulary of Coptic, the language of Christian Egypt.'

Explanation:

In the given excerpt from 'The Riddle of the Rosetta Stone,' the central claim of Giblin is the 'notable contributions made by various scholars to add to the world's knowledge of ancient Egypt.' This claim is substantiated through the detail of the 'German priest, Athanasius Kircher, who is accredited for writing the first Coptic grammar and vocabulary.' This detail helps in validating the truth of the assertion logically and persuade the readers to believe in it. Thus, option B is the correct answer.

below i present a summary with the most relevant aspects of chapter 2, which were taken from karangan bahasa inggeris (english essays) spm: argumentative essays.

tuna wira

credit to mohana ram murugiah.

i hope to be of

teacher smiles at the students who wait for his signal to sit down. he nods briefly and the students sit down and get ready for the lesson to start. there is an air of quiet expectancy when teacher refers to the unusual things found underneath their houses that morning. whispers of bags of rice ran among the students and a student muttered reluctantly that the rice is rent for the landlord. this starts off the discussion on the issue of paying rent for the use of the landowner’s land. da wan raises the question of why the landlord owns the land rather than the farmer although they have spent a lot of time farming it. the three reasons of labour, need and inheritance are listed as reasons for the landlord’s ownership of the land. they are discussed and dismissed as inadequate reasons. they suggested a system of collective farming to the farmers. the headmaster comes down the corridor to observe the lesson. teacher very quickly changed the lesson to a geography wesson. the students followed his cue and no one gave the slightest notice < of the headmaster ‘s presence. when the headmaster leaves, teacher explains the implications of winning the scholarship. it involves bearing respontsibilities and the scholarship holder should master what is useful and return to the village. he should understand the injustices in the present system and change it to a fairer system. then, he announces the wiimnuir of the scholarship to be dawan.

the text includes parts of primary-source interviews with enslaved people to illustrate the difficulty of life on a sugar plantation in louisiana.

explanation: