What does the writer hope to convey through the specific details in the passage? Check all that apply.

•that his or her skills have surpassed Mrs. Ramos's
•that he or she has learned a lot about baking
through failure
•that failure inspires new types of cakes
•that he or she appreciates the value of hard work
•that some dreams are unattainable

What is most likely the speaker’s reason to open with this? in approaching this problem, we cannot turn the clock back to 1868, when the [fourteenth] amendment was adopted, or even to 1896, when plessy v. ferguson was written. we must consider public education in the light of its full development and its present place in american life throughout the nation. only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws.

Read the passage. the dust bowl during the 1930s, extreme drought and high winds made life incredibly difficult in the great plains region of the united states. in many areas, rainfall was forty percent less than normal. the soil became extremely dry, and when strong winds blew, they created tremendous dust storms. these so-called “black blizzards” were so thick that they made daylight seem like dusk. during this terrible period, the great plains region of the united states was named the “dust bowl.” over the next few years, the drought continued, and the winds created more dust storms. in some places, the drought and high winds lasted for eight years. many people wondered if the black blizzards would ever end. which statement about this paragraph’s main idea is true? this paragraph’s main idea is stated in the topic sentence. there are not enough details to support the main idea. this paragraph’s main idea is implied. this paragraph does not express a main idea.

Historical fiction is concerned with depicting historical figures and events in a new light. in this excerpt from arthur conan doyle's "the contest," which two sentences most clearly describe historical elements? policles sprang readily to his feet at the challenge, and the great company making way for him to pass, he found himself a minute later standing in his unkempt garb, with his frayed and weather-beaten harp in his hand, before the expectant crowd. he stood for a moment tightening a string here and slackening another there until his chords rang true. then, amid a murmur of laughter and jeers from the roman benches immediately before him, he began to sing. he had prepared no composition, but he had trained himself to improvise, singing out of his heart for the joy of the music. he told of the land of elis, beloved of jupiter, in which they were gathered that day, of the great bare mountain slopes, of the swift shadows of the clouds, of the winding blue river, of the keen air of the uplands, of the chill of the evenings, and the beauties of earth and sky. it was all simple and childlike, but it went to the hearts of the olympians, for it spoke of the land which they knew and loved. yet when he at last dropped his hand, few of them dared to applaud, and their feeble voices were drowned by a storm of hisses and groans from his opponents. he shrank back in horror from so unusual a reception, and in an instant his blue-clad rival was in his place. if he had sung badly before, his performance now was inconceivable. his screams, his grunts, his discords, and harsh jarring cacophonies were an outrage to the very name of music.