You're about to graduate from high school. you're starting college, or a new job, in a month. sure, you could sit on your sofa and play video games for that entire month, growing pale and bleary. you could hang out at your friend's house all month, lounging by the pool, growing bronzed and bleary. but you could also hit the road. there are over 4 million miles of road in the united states — paved and unpaved, straight and winding, through canyons of orange sandstone and canyons of steel and glass high-rises, over vast rivers and lakes and sagebrush-studded desert, from the surfing waves of the pacific to the boardwalks of the atlantic. go forth, young person! and bring a friend. this document will explain how to prepare for a road trip, whether it's only for a few days or up to a what do the underlined words suggest about the purpose of the passage? a. the author wants to entertain readers with a fantasy about the pleasures of the open road. b. the author wants to persuade readers that taking a road trip is more fun than most summer activities. c. the author wants to inform readers about the necessary steps for planning a road trip. d. the author wants to inquire about whether young people enjoy traveling more than staying home month

Ineed badly ! i got to get this done and i can't get it done tomorrow! 1. expand the meaning of each sentence by adding adjectives. (dinner cooks.) (clown chuckled.) (car raced.) (dancer spun.) (panthers growled.) (leaves fall.) (bread baked.) (lake glistened.) (ship glides.) 2. using the sentences above, expand the meaning by adding adverbs. 3. using any five of the sentences from #2, expand the meaning by adding a compound word to each sentence. 4. using any three of the sentences from #3, expand the meaning by adding a prepositional phrase to each sentence. 5. using any one of the sentences from #4, expand the meaning by adding a synonym to this sentence.

The great depression, which lasted throughout the 1930s in the united states, affected many people, and it had a devastating impact on an entire subset of the u.s. population. modernist writer john steinbeck wrote about the toll the depression took on these families, many of whom were forced to leave their farms and find other sources of income.

Me for the love of god. i've been working on this assignment for 3 days and i don't understand the speeches at all ive read both 4 times over and i don't understand either of them if your right i will give you brainlest (i think that's how you spell it) and 99 pts. for this assignment, you will write an evaluation of either of two historic passages. • patrick henry’s “give me liberty, or give me death! ” speech (1775) • frederick douglass’s address, “what to the slave is the fourth of july? ” (1852) 1. what is the speaker’s viewpoint? what is his claim? type your answer here. (score for question 2: of 2 points) 2. what reasons does the speaker provide to support his viewpoint or claim? type your answer here. (score for question 3: of 4 points) 3. how valid are the speaker’s reasons for his claim? use evidence from the text to support your answer. type your answer here. (score for question 4: of 2 points) 4. what evidence does the speaker provide to support his reasons? type your answer here. (score for question 5: of 4 points) 5. is the speaker’s evidence relevant and sufficient? use evidence from the text to support your answer. type your answer here. (score for question 6: of 4 points) 6. does the speaker use fallacious reasoning or logical fallacies? use evidence from the text to support your answers. type your answer here. (score for question 7: of 4 points) 7. what counterclaims or alternate claims does the speaker address, and how does he respond to them? type your answer here. (score for question 8: of 4 points) 8. how effective is the speaker’s response to counterclaims or alternate claims? use evidence from the text to support your answer. type your answer here. (score for question 9: of 4 points) 9. write a one-paragraph evaluation of the speaker’s argument. type your answer here.