(from "On the Gulls' Road," by Willa Cather, 1908 Read the passage and write a one-paragraph response of at least three to five sentences. Provide specific examples to support your answer.
It often happens that one or another of my friends stops before a red chalk drawing in my study and asks me where I ever found so lovely a creature. I
have never told the story of that picture to any one, and the beautiful woman on the wall, until yesterday, in all these twenty years has spoken to no one
but me. Yesterday a young painter, a countryman of mine, came to consult me on a matter of business, and upon seeing my drawing of Alexandra
Ebbling, straightway forgot his errand. He examined the date upon the sketch and asked me, very earnestly, if I could tell him whether the lady were still
living. When I answered him, he stepped back from the picture and said slowly:
"So long ago? She must have been very young. Was she happy?"
"As to that, who can say-about any one of us?" I replied. "Out of all that is supposed to make for happiness, she had very little."
door his troubled gaze again went back to the drawing, and it was only by
We returned to the object of his visit, but when he bade me goodbye at
turning sharply about that he took his eyes away from her.
I went back to my study fire, and as the rain kept away less impetuous visitors, I had a long time in which to think of Mrs. Ebbling. I even got out the little
box she gave me, which I had not opened for years, and when Mrs. Hemway brought my tea I had barely time to close the lid and defeat her
disapproving gaze.
What inferences can you make about this story, based on the happening hints?

Which revision of the sentence most effectively incorporates the literary term characterized?

Read the following scene from trifles. sheriff (chuckling). married to the law. (moves toward the other room.) i just want you to come in here a minute, george. we ought to take a look at these windows. county attorney (scoffingly). oh, windows! sheriff. we’ll be right out, mr. hale. (hale goes outside. the sheriff follows the county attorney into the other room. then mrs. hale rises, hands tight together, looking intensely at mrs. peters, whose eyes take a slow turn, finally meeting mrs. hale’s. a moment mrs. hale holds her, then her own eyes point the way to where the box is concealed. suddenly mrs. peters throws back quilt pieces and tries to put the box in the bag she is wearing. it is too big. she opens box, starts to take the bird out, cannot touch it, goes to pieces, stands there . sound of a knob turning in the other room. mrs. hale snatches the box and puts it in the pocket of her big coat. enter county attorney and sheriff.) county attorney (facetiously). well, henry, at least we found out that she was not going to quilt it. she was going to—what is it you call it, ladies! mrs. hale (her hand against her pocket). we call it—knot it, mr. henderson. what changes might a director or screenwriter make to the original version of this scene in order to best emphasize the mood? cut dialogue from the scene to make it a more appropriate length update the setting to appeal to a more modern-day audience omit the actions of the characters to avoid confusion and chaos include the use of lighting, camera angles, and sound effects

Adapt the speech you delivered in lesson 2 to an audience of professionals, teachers, and parents. the audience expects a more formal delivery. your listeners also expect you to use media such as images and audio to make your speech more convincing and easier to understand. your assignment should include the following elements: -at least four sources to back up your ideas -media elements to illustrate your ideas -changes to both the style and content of the speech to make it more appropriate to the audience -citations that follow mla guidelines as you revise your presentation, research and cite at least four sources. at least two of these sources must provide supporting evidence, such as charts and graphs or quotes from newspapers or other credible sources. the other two sources can provide material to grab the audience's attention — for example, photos that your audience visualize what you're talking about or music that sets the mood. you can also create original images, but these will not count as sources. here are some types of media that you may use to either show evidence or move the audience: quotes tables, charts, and graphs images video audio (including music) mix up the types of media you use so that no medium is used more than twice. take care that all your sources contribute to your speech in an obvious way. they should either back up what you're saying or make your ideas easier for your audience to understand logically or emotionally. avoid visual aids that are off topic or confusing. ask yourself these questions as you revise: am i still fulfilling the requirements of the speech i gave in lesson 2? is my speech still about a theme in franklin roosevelt's four freedoms speech? do i connect that theme to my own life and to a current issue? are my sources credible and relevant? will they convince an audience of parents, teachers, and professionals? do my media elements enhance my speech? do they set the mood, explain something difficult, or offer convincing proof? do i avoid media elements that are more distracting than ? did i cite my sources according to mla guidelines? did i check my works-cited page against sample works-cited pages to make sure it's correct?