Read the excerpt from "it's only fair.” "it’s only fair,” maritza told her friend avery as they sat in their empty classroom after school. "the first person to do a famous thing should get the most credit for it. i mean, how much do you hear about the second person to fly an airplane over the atlantic ocean? or the second guy who landed on the moon? ” to draw a conclusion about maritza’s character based on this excerpt, what is the best question for the reader to ask? who is she? what does she do? where is she? what does she say?

Explanation:

By asking "What does she say?", you can reach inferences on her portrayal as an individual values' identity the first to accomplish something.

Maritza makes accentuation on the way that she is the second individual to achieve something imperative like flying over the Atlantic Ocean or arriving on the moon isn't well known or important in light of the fact that somebody has effectively done it.  

What does she say?

Explanation:

The best question to ask in this excerpt is "what does she say?" This is because we do not know anything about Maritza besides the things that she has said. She tells us that she believes that the first person who achieves something deserves to get the most credit for it. We do not know anything of what Maritza has done, who she is or what she does. Therefore, the only conclusion we can draw is what she says.

  plan: i will begin with a quotation about the importance of unity in a community. then, i will state my claim that an activity will unite our school by creating a shared vision, purpose, and direction. in the body, i will use three main points that describe the different avenues the students can take: through a variety of clubs, through a special event, or through an awareness week. i will provide evidence about other towns that have unity activities and the kinds of events that they include. pictures will illustrate my three main points in action. for the ending, i will restate the main idea in a new way and pose a question to keep the audience thinking.