Match each excerpt to its main idea.
tiles
gender differences

family

deception

supernatural beliefs
pairs
excerpt theme
some thought it would be good to kill the families of boys that told the secrets. tom said it was a good idea, so he took a pencil and wrote it in. then ben rogers says:

"here's huck finn, he hain't got no family; what you going to do 'bout him? "

"well, hain't he got a father? " says tom sawyer.

"yes, he's got a father, but you can't never find him these days. he used to lay drunk with the hogs in the tanyard, but he hain't been seen in these parts for a year or more."

they talked it over, and they was going to rule me out, because they said every boy must have a family or somebody to kill, or else it wouldn't be fair and square for the others. well, nobody could think of anything to do—everybody was stumped, and set still.
(mark twain, huckleberry finn)

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helmer: many a man has been able to retrieve his character, if he has openly confessed his fault and taken his punishment.

nora: punishment—?

helmer: but krogstad did nothing of that sort; he got himself out of it by a cunning trick, and that is why he has gone under altogether.

nora: but do you think it would—?

helmer: just think how a guilty man like that has to lie and play the hypocrite with every one, how he has to wear a mask in the presence of those near and dear to him, even before his own wife and children. and about the children—that is the most terrible part of it all, nora.
(henrik ibsen, a doll's house)

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helmer: nora—!

nora: you mean that i would never have accepted such a sacrifice on your part? no, of course not. but what would my assurances have been worth against yours? that was the wonderful thing which i hoped for and feared; and it was to prevent that, that i wanted to kill myself.

helmer: i would gladly work night and day for you, nora—bear sorrow and want for your sake. but no man would sacrifice his honour for the one he loves.

nora: it is a thing hundreds of thousands of women have done.

helmer: oh, you think and talk like a heedless child.
(henrik ibsen, a doll's house)

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then away out in the woods i heard that kind of a sound that a ghost makes when it wants to tell about something that's on its mind and can't make itself understood, and so can't rest easy in its grave, and has to go about that way every night grieving. i got so down-hearted and scared i did wish i had some company. pretty soon a spider went crawling up my shoulder, and i flipped it off and it lit in the candle; and before i could budge it was all shriveled up. i didn't need anybody to tell me that that was an awful bad sign and would fetch me some bad luck, so i was scared and most shook the clothes off of me. i got up and turned around in my tracks three times and crossed my breast every time; and then i tied up a little lock of my hair with a thread to keep witches away. but i hadn't no confidence. you do that when you've lost a horseshoe that you've found, instead of nailing it up over the door, but i hadn't ever heard anybody say it was any way to keep off bad luck when you'd killed a spider.
(mark twain, huckleberry finn)

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Which statement best describes hopping’s viewpoint and purpose in this excerpt? the author believes diane france should not display soldiers’ remains, and she writes to persuade readers to avoid visiting the museum. the author thinks a union warship caused the submarine to sink, and she writes to inform readers about the war. the author thinks stories about the civil war are interesting, and she writes to entertain readers with true war stories. the author believes diane france’s work in making bone casts has many scientists, and she writes to give details about her experienc

Give an example of one of the choices from the question above. explain what makes your example fit into this classification. use complete sentences, proper grammar, spelling and capitalization.