A Versatile Filmmaker. Few people would contradict that statement that Buster Keaton was a legendary filmmaker. He started making films when the industry was new. Though he would eventually transfer his career to movies, Keaton was first a stage performer. He knew how to sing, dance, play instruments, perform magic, tumble, and fall. His years of experience taught him what was funny, so Keaton wrote scripts, too. When he arrived in California in 1917, Keaton took apart a camera to see how it worked, and soon he was off and running! By 1928, he had made 31 short movies that audiences loved. He was often called "The Great Stoneface" for good reason–the expression on his face never seemed to change, as if it were made of stone. Buster Keaton was so versatile that he not only performed in his movies but also wrote and directed them. He took responsibility for technical flaws, too. Today, if takes a huge crew to get a movie into production, but Buster Keaton was a crew all by himself. Top right, a portrait of Buster Keaton during filming. Bottom left, a portrait of Buster Keaton and a woman during filming. Write a beyond the text question for the text.

either a donut or a sphere or a pancake or a flat sphere. it depends on where the vertical line is.

if the line goes through the center of the circle and is perpendicular to a diameter containing the center, then you get a flat circle.

if the line and the diameter of a the circle meet in the center of the diameter and at an angle, you get a pancake.

if the line is on the circumference of the circle and is at right angles   to the circle you get a ring.

if the line contains the diameter, you get a sphere.

the the line is parallel to the diameter and touches the circumference, you get a donut.

i wish you all a merry christmas!  

and or happy hanukkah

and a happy new year

1)john .f kennedy,

2) f

answer: it is true that students often work and do household chores, but managing homework in addition to other responsibilities students learn to organize their time efficiently and prioritize their studies.

the first argument attacks those who disagree, asking them to be "realistic" and "accept facts." this is not conducive to healthy debate and disagreement. the second one only takes into account a section of the student population, and ignores the other one. finally, the third option offers only anecdotal evidence. it is only the last option that provides a well-constructed argument in a persuasive way.