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22.02.2020

Directions: While reading “Why I Write” by Jean Didion answer the Guided Questions.

1. How does the reader identify a text structure and the author’s purpose?
2. How does the reader evaluate the author’s use of text structure to achieve her purpose?
3. Identify details that show Didion’s view of writing. Evaluate how these details support the author’s purpose and message. (See paragraph 10).
4. What does Didion remember best about the time in her life when she commuted from Sacramento to Berkeley to talk about Milton? What doesn’t she remember? (See paragraph 8).
5. Identify a cause-and-effect relationship in “Why I Write,” and explain how the use of this text structure helps the author achieve her purpose for writing. (See paragraphs 12-14).
6. A strong conclusion summarizes an author’s main idealism restates the thesis of an essay, and provides a memorable ending. Highlight the conclusion of the essay and evaluate how well it wraps up the essay. (See paragraph 27).

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27.04.2023, solved by verified expert

Nitin Arora

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Mathematics, English, Physics. Research Scholar at Indian Institute of Technology, Roorkee

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Step-by-step explanation:

1)To identify the text structure and author's purpose in "Why I Write" by Jean Didion, the reader can analyze the overall organization of the essay and the author's stated reasons for why she writes. Didion begins by describing her childhood experiences with writing and moves on to explore how those experiences shaped her current view of writing. Her purpose is to explain why she writes and what writing means to her.

2)Didion's use of text structure is effective in achieving her purpose. She uses a chronological structure to explore her experiences with writing, beginning with her childhood and moving through her career as a writer. This structure allows the reader to follow the evolution of her writing and understand how her early experiences influenced her later work. She also uses repetition of key phrases and ideas throughout the essay, such as "I write entirely to find out what I'm thinking" and "I write to make sense of things," to emphasize her central message.

3)In paragraph 10, Didion reveals her view of writing as a way to make sense of the world and her place in it. She describes how writing helps her to clarify her thoughts and feelings, to understand her own experiences and emotions, and to create meaning from chaos. These details support her purpose by showing how writing is not just a career or a hobby, but a fundamental part of her identity and her way of engaging with the world.

4)In paragraph 8, Didion remembers the sense of purpose and excitement she felt when she commuted from Sacramento to Berkeley to talk about Milton. She recalls the details of the train ride, the classroom, and the discussions, but she doesn't remember what she said or what was said to her. This contrast shows that the experience of engaging with literature was more important to her than the specific content of the conversation.

5)A cause-and-effect relationship in "Why I Write" can be seen in paragraphs 12-14, where Didion describes how her personal experiences and the cultural context of her time influenced her writing. She explains how the social upheavals of the 1960s and 70s, including the civil rights movement and the Vietnam War, forced her to confront her own beliefs and values, and how this process of questioning led her to write more critically and introspectively. This use of cause and effect helps Didion to demonstrate how external factors can shape one's writing and how writing can be a way of processing and responding to those factors.

6)The conclusion of the essay is in paragraph 27, where Didion summarizes her main ideas and returns to her original statement that she writes to find out what she's thinking. She concludes with a reflection on the power and importance of writing in her life, stating that it is a way of creating order from chaos and of making sense of a world that often feels senseless. This conclusion is effective in wrapping up the essay because it reiterates Didion's central message and provides a sense of closure to the reader.

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What was Trevor Noah alluding when he states, There were mixed kids in South Africa nine months after the first Dutch boats hit the Beach in Table Bay. Just like in America, the colonists here had their way with the native women, as colonist often do (21).

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neither black nor white but they were called Colored people

English

In lines 192–194, Thoreau explains what happens “when an acorn and chestnut fall side by side.” What is the meaning of his analogy?

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Answer:

Please, see below:

Step-by-step explanation:

Thoreau states, “… When an acorn and a chestnut fall side by side… bothobey their own laws…” (3). This can be interpreted as success being obtainable withoutthe assistance of another. The acorn and the chestnut are two individuals that are uniquein their own way yet had the same result. The same goes for people; for those reachingthe same goal as another, it is much better to do it under your qualities and your own way.The purpose of this passage was for Thoreau to inform his audience on his viewson the government and its negative affects on civilization. With its restrictions, peoplecannot fully live up to their potential because the bureaucracy will always limit them.Thoreau wants his audience to become successful in their own manor and uses theserhetorical devices to sync with his readers

English

Complete the following outline by identifying from whose perspective each part of “An Occurrence at Owl Creek Bridge” is told. Include notes on whether and how perspective shifts within each part of the story. This means you have to revisit each story and tell rather the narrator or Farquhar is telling the story and explain how in the notes on perspective box. help plz

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Answer:

There is gradual shift of point of view in the story “An Occurrence
at Owl Creek Bridge”.

Step-by-step explanation:

●''Owl Creek Bridge'' isn't a first-person narration, meaning that it's not told from the perspective of the main character, meaning Farquhar. Instead, the text comes from a third-person narrator, or told by an external force or character.

●In some sense, Bierce presents readers with an unreliable third-person narrator. The narrator knows, the entire time, that Peyton is dreaming, but tricks readers into thinking that Peyton has escaped. By representing the scenes of Peyton's dream as reality, the narrator toys with the reader's emotions.

●In “An Occurrence at Owl Creek Bridge” a couple of shifts throughout the story change the entire story's point of view essentially bewildering readers. For instance, in paragraph five, a shift occurs when Peyton Farquhar closes his eyes right before he is to be hung.

●In paragraph 36 of "An Occurrence at Owl Creek Bridge," Bierce shifts from past tense to present tense. Bierce writes that "now he sees another scene . . . he stands at the gate of his own home." The effect here is that the reader believes Farquhar has truly escaped and made it home.

English

In the passage “Boston Navy Yard and the ‘Great War,’ 1914-1918,” the author describes the history of the Boston Navy Yard. Write an essay in the space below analyzing how the author develops the significance of the Boston Navy Yard s transformation over the course of the passage.

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Answer:

Answer explained in detail below.

Step-by-step explanation:

In the passage "Boston Navy Yard and the 'Great War,' 1914-1918," the author presents a detailed account of the history of the Boston Navy Yard, specifically focusing on its transformation during World War I. The author develops the significance of this transformation by providing historical context, describing specific events and changes at the Navy Yard, and highlighting the impact of the Yard's actions on the war effort.

The author begins by providing historical context for the Boston Navy Yard, describing its establishment in 1801 and its role as a major naval shipyard for the United States. This sets the stage for the significance of the Yard's transformation during World War I, as it was a key player in the war effort.

The author then describes specific events and changes that occurred at the Navy Yard during the war. For example, the author notes that the Yard's workforce grew from 2,500 workers to over 20,000, and that the Yard's production of ships and submarines increased dramatically. The author also describes how the Yard adapted to the changing needs of the war, such as by building subchasers and convoy escort ships.

The author also highlights the impact of the Yard's actions on the war effort. For example, the author states that the Yard's production of destroyers and submarines helped to tip the balance of the war in favor of the Allies. The author also notes that the Yard's actions played a significant role in the success of the convoy system, which helped to protect supplies and troops being transported across the Atlantic.

Overall, the author develops the significance of the Boston Navy Yard's transformation during World War I by providing historical context, describing specific events and changes at the Navy Yard, and highlighting the impact of the Yard's actions on the war effort. This information provides a clear understanding of the importance of the Navy Yard in the war and its impact on the outcome of the war.

English

All of the sources say that students learn in different ways. Provide two examples from different sources that support this idea and explain how each example supports this observation. Cite evidence and identify the source of each piece of information by title or number.

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Answer:

According to the students learn in different ways such example as games, animations, family, and the school etc.

Step-by-step explanation:

The term student refers to learn the knowledge and the development of the body. They also the gain the experience. The students are the learn as the under the guidance of the teacher. The teacher is the teach to the students. The student is the learn on the different ways to the consumption of the different knowledge.

According to the student are the learn on the different ways are;

Animation video to the easily describe the concept and the remember to the easy in the task.

Games are the learn to mistakes not to repeated.

Family are the firstly teach to the student.

School are the teacher to the guide in the career.

As a result, the student is the learn on the different in the way.

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in lines 145-170 and describe the character of mrs. keeney through these two characters eyes. what change have they observed in her? Questions for the “lle”

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Answer:

In lines 578-579, Mrs. Keeney tells her husband why she wanted to sail with him: "I wanted to see
you the hero they make you out to be in Homeport." In what way does the voyage change the way she sees her husband? Cite evidence from the play in your answer.
Mrs. Keeney sees that her husband is a hard man who can be brutal toward his crew in pursuit of
his goal. In lines 650-653, she tells him, "You want to live up to your silly reputation even if you do
have to beat and starve men and drive me mad to do it."
At the end of the play, Captain Keeney breaks his promise to his wife, even though he says he loves
her. What is the motivation for his behavior, beyond simple economic opportunity?
Keeney's pride pushes him to put his goal of
getting the oil ahead of any feelings for his wife. He needs to get the oil to feel strong and to prove himself. At the same time, he denies that his wife is really going mad, saying, "I know you're foolin' me" (lines 892-893). He may feel justified in staying "jest a little while longer" at sea because he can't believe she is actually losing her mind and because she insisted on making the voyage in the first place.

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make necessary changes as required to make the points better

English

In paragraph 12, how does the phrase “we’ll head north again, in other words, to the land of sensible people” impact the passage?

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Answer:

The phrase "we'll head north again, in other words, to the land of sensible people" shows that the entire venture, planned by the Professor and the Captain was not wise. It has a critical tone.

Step-by-step explanation:

The phrase above was uttered by the Canadian in the book, "Twenty Thousand Leagues Under the Seas Revised" By Jules Verne. He meant that the venture which they had undertaken was fruitless and unwise.

He criticized the journey because at that time the Nautilus was stuck in the ice and could no longer move forward.

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According to the text, the Romantics’ reverence for nature made them worry about the “destructive effects of industry.” Based on context clues, what is reverence? Write your definition here.

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P Answered by PhD

Answer:

Please, see below:

Step-by-step explanation:

Based on the context of the presented proposal, we can give such a definition:
Reverence is a feeling of deep respect or awe, in this case for nature. Reverence can be a feeling of awe, and it can also describe how you feel about something, especially.

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the discussion of lennie and george’s “contingency plan” in chapter 1

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Answer:

check below

Step-by-step explanation:

George and Lennie dream of getting their own farm. George wants the independence that comes with owning his own land, and Lennie wants to have rabbits. Their dream is the central theme in the story. It is their dream that brings them to the ranch, and that dream spreads to Candy and Crooks.

George is small while Lennie is burly in terms of physical size. George is cunning and calculating while Lennie is obtuse and carefree. But from the early scene where the two stopped to drink water, you can already perceive that George is the one who looks after Lennie.

Lennie and George have an argument over a mouse that Lennie has petted a little too hard and long. Lennie wants to keep the dead mouse in his pocket, but George throws it away.

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Why does swift include details about the height of the empire heels ,what is swift satirizing

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Answer:

Answer is in an image

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