Directions: Read the passage, and answer the question that follows. When she opened the cupboards, an ache slid down her forehead into her nasal passage and throbbed on the roof of each nostril. It continued like an arrow into her skull, and skated up and down her neck until it had no place else to go. Mildred gave her head a good shake. Bags of black-eyed peas, pinto beans, butter beans, lima beans, and a big bag of rice stared her in the face. She opened another cabinet and there sat half a jar of peanut butter, a can of sweet peas and carrots, one can of creamed corn, and two cans of pork-n-beans. There was nothing in the refrigerator except a few crinkly apples she'd gotten from the apple man two weeks ago, a stick of margarine, four eggs, a quart of milk, a box of lard, a can of PET milk, and a two-inch piece of salt pork.
She put on a pot of pinto beans. Mildred knew the kids were tired of them, and so was she, but at least they would last a few days. . . . She chopped up a yellow onion and set it on the table, then took the lonely piece of salt pork from the refrigerator. She threw them both into the pot, sneezed, then wiped her tearing eyes. The only time Mildred cried on her own accord was when she peeled onions.
. . . By six o'clock the beans were thick and simmered but the house had grown colder and colder. . . . Mildred made [the children] huddle in front of the warm open oven while they ate their beans and rice and corn bread. She wasn't hungry and just sipped her last beer.

--Mama (1987), Terry McMillan

What can you infer about Mildred?
a.
She doesn't cry about her problems.
b.
She doesn't like chopping onions.
c.
She enjoys cooking for her children.
d.
Her husband left her with no money.

Please select the best answer from the choices provided

A
B
C
D

Construct a written analysis of approximately 300−500 words about the poem “the cremation of sam mcgee.” your analysis should explain how the figurative language and literary devices contribute either to the meaning or to the narrative structure— plot, setting, characterization, and point of view—of the poem. your analysis should contain a thesis that is discussed throughout the essay. the essay should also contain textual evidence to support the analysis and a concluding paragraph. be sure to use correct punctuation, grammar, and spelling, and write using a formal style with precise vocabulary. use terms from the list provided below to construct your analysis. ballad—a type of narrative poem that tells a story, usually in the form of a folktale or legend stanza—a division of a poem that consists of two or more lines diction—the selection and use of words that influence the style and tone of the poem connotation—the emotional suggestion or implied meaning of a word that goes beyond its dictionary definition denotation—the actual or dictionary definition of a word rhythm—the recurrence of sound patterns created by a series of stressed and unstressed syllables meter—the pattern of beats within a line of poetry created by the rhythmic structure of stressed sounds rhyme scheme—a pattern of rhymes in poetry tone—the attitude of the poet toward the subject or readers, separate from mood or atmosphere mood—the overall or prevailing feeling that is created in a story or poem theme—the central idea of the story that reveals something about human life or behavior as you write your analysis, consider these questions: what is the function of rhyme in the poem? what would the poem be like if it did not rhyme? how do the rhyme and rhythm affect or enhance the meaning of the poem? how does the use of imagery and figurative language affect the poem? how is the subject matter and conflict affected by the structure of the poem? did i conclude my analysis clearly, supporting my analysis?

How does the author view the idea that you have to be perfect in order to get into college

Imagination. experience. determination. trustworthiness.