HELP M 04.06 Two Texts Side by Side Worksheet You will complete a chart and a reflection comparing and contrasting texts. Read the two texts at the bottom of these instructions. Then, complete the chart below using complete sentences. Sentence starters have been provided in both columns. Use details and examples when requested. Focus "U. S. Fish and Wildlife Service Announces Expanded Reporting for Birds Captured and Collected During Deepwater Horizon Response" "The Blackness" What is the genre? The genre of this text is The genre of this text is What is the topic of each text? The topic of this text is The topic of this text is What kinds of details are included? Which details are omitted? This text uses mostly For example, It does not include details about This text uses mostly For example, It does not include details about What type of language does the writer use? What is the effect of those words? This text relies on For example, The type of language used communicates a tone and creates a mood. This text relies on For example, The type of language used communicates a tone and creates a mood. What is the purpose of each text? Why did the writer write the text? The purpose of this text is to The purpose of this text is to What is the message of the text? The message of this text is: The message of this text is: Reflection These two texts have the same topic, but they are quite different. In four to six complete sentences, explain which text would best motivate readers to protect and preserve nature from human influence. Explain why you think the text you have identified would be more effective than the other text. Use examples from your chart to support your position. Your paragraph has been started for you. The would best motivate readers to protect and preserve nature because... Your Texts U. S. Fish and Wildlife Service Announces Expanded Reporting for Birds Captured and Collected Du

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

based on the biblical principle proverbs 16: 32, i agree with the author of the passage "better is it that it takes longer to be angry than the strong " to the extent that i share the philosophy that the nobility of heart demonstrates the strength of a person. those who are very proud, get angry easily and show their anger toward others are really weak, but those who are noble and do not constantly obfuscate or contain their feelings of anger, are strong people

imparadis't in one anothers arms  

the happier eden, shall enjoy their fill  

of bliss on bliss, while i to hell am thrust,  

where neither joy nor love, but fierce desire,  

among our other torments not the least,  

still unfulfill'd with pain of longing pines;  

yet let me not forget what i have gain'd  

from their own mouths; all is not theirs it seems:  

one fatal tree there stands of knowledge call'd,  

forbidden them to taste: knowledge forbidd'n?  

suspicious, reasonless. why should their lord  

envie them that? can it be sin to know,