Write a paragraph or short poem in which you play with conventions to create a feeling of suspense and nervousness. After writing your paragraph explain how the conventions you use create the feeling for the reader.

Answer:

I went to breakfast at a motel in North Carolina and sat next to a man who was on the phone. He said he "lost time yesterday" because his "passengers grew upset," so he "stopped at a truck stop and hosed them down with cold water," I overheard him remark. Then I observed a school bus in front of the motel that wasn't there the previous day. I questioned the gentleman whether that was his bus when he finished his call. He said, "No." "I'm in the back with a semi-load of pigs," says the driver.

Explanation:

Writing a short poem just got eaier with these steps to guide you that you would want to write often. These steps are:

In this piece of writing, the words are chosen for their beauty and sound and are carefully arranged, often in short lines which rhyme.

This is a piece of writing in which the expression of feelings and ideas is given force by particular attention to diction (sometimes involving rhyme), rhythm, and imagery.

Following these steps will guide your writing to short poetry.

Read more about poems here:

https://brainly.com/question/10508723

Read the following excerpt from Harry Potter and the Cursed Child and answer the questions that follow.

AMOS: There's plenty you're responsible for.

HARRY: Sorry?

AMOS: My son, Cedric, you do remember Cedric, don't you?

HARRY: (remembering Cedric hurts him) Yes, I remember your son. His loss-

AMOS: Voldemort wanted you! Not my son! You told me yourself, the words he said were, "Kill the spare." The spare. My son, my beautiful son, was a spare.

HARRY: Mr. Diggory, as you know, I sympathize with your efforts to memorialize Cedric, but-

AMOS: A memorial? I am not interested in a memorial-not anymore. I am an old man-an old dying man-and I am here to ask you-beg you-to help him back.

HARRY: (looks up astonished)

HARRY: Get him back? Amos, that's not possible....

HARRY: Amos, playing with Time? You know we can't do that.

AMOS: How many people have died for the Boy Who Lived? I'm asking you to save one of them


Describe how the interaction between Amos and Harry reveals a conflict in their beliefs.

Read the following excerpt from Because of Winn Dixie, which occurs when Opal is talking to Otis, a person, and answer the question that follow.

“I talked to him real slow and gentle and low, like he was a wild animal that I was trying to get to take food out of my hand.”

From this excerpt what can we conclude about Otis?
A. Otis is hungry and wants food.
B. Otis is friendly and outgoing.
C. Otis is an animal lover.
D. Otis is shy and scared.

Read the following excerpt and answer the question that follows.

I creep up to a window to have a look outside Only thing I can make out is something buring in the distance, organge flames roiling like a thing alive. Doesn’t seem right that a house half-submerged in water can burn, but burn it does, and nobody to stop it.

“No fire department,” Mr. Tru points out. “No police.”

“How come?” I ask. “Where is everybody?”

He shrugs. “They ‘vacuated with the rest, or don’t care to enter this particular neighborhood, or ain’t got here yet, or maybe all three. Whatever the reason, we on our own and that’s the troot. Nobody look out for us but us.”

Describe how this passage might be different if written from the perspective of the police or other rescuer’s.

1. How can plot and character development help you predict a novel’s theme?
A. by leading you to believe that the story is about one thing when it’s about something else
B. by hinting at ideas about what the conflict is and how the main characters are likely to deal with it
C. by helping you understand where the story is set and why the characters behave the way they do
D. by creating empathy for the characters and the situations they are facing

2. Which of the following is NOT a reading strategy for reading novels?
A. making predictions about what will happen
B. learning about the author and why he or she wrote the novel
C. looking for ideas, thoughts, and objects that are repeated
D. watching the movie that is based on the novel

3. When reading a novel, when should you revise a prediction?
A. when you learn more about the characters and plot
B. when you start the novel
C. when you finish the novel
D. when you discover your prediction is accurate

4. In the first chapter of The Outsiders, Ponyboy talks about how fighting the Socs is really a waste of time. What theme might his admission point to?
A. Violence is always futile in the end.
B. People need to try harder to get along.
C. You can count on those who know you the best.
D. Family members are more important than friends.

Read the following excerpt from Harry Potter and the Cursed Child and answer the questions that follow.

AMOS: There's plenty you're responsible for.

HARRY: Sorry?

AMOS: My son, Cedric, you do remember Cedric, don't you?

HARRY: (remembering Cedric hurts him) Yes, I remember your son. His loss-

AMOS: Voldemort wanted you! Not my son! You told me yourself, the words he said were, "Kill the spare." The spare. My son, my beautiful son, was a spare.

HARRY: Mr. Diggory, as you know, I sympathize with your efforts to memorialize Cedric, but-

AMOS: A memorial? I am not interested in a memorial-not anymore. I am an old man-an old dying man-and I am here to ask you-beg you-to help him back.

HARRY: (looks up astonished)

HARRY: Get him back? Amos, that's not possible....

HARRY: Amos, playing with Time? You know we can't do that.

AMOS: How many people have died for the Boy Who Lived? I'm asking you to save one of them

What does this scene reveal about Harry’s views of the situation?

A. Harry does not care about Cedric’s death.
B. Harry is remorseful but believes Cedric’s death should be left in the past.
C. Harry does not feel responsible for Cedric’s death.
D. Harry wants to reverse the actions that led to Cedric’s death.

Read the following excerpt from Harry Potter and the Cursed Child and answer the questions that follow.

AMOS: There's plenty you're responsible for.

HARRY: Sorry?

AMOS: My son, Cedric, you do remember Cedric, don't you?

HARRY: (remembering Cedric hurts him) Yes, I remember your son. His loss-

AMOS: Voldemort wanted you! Not my son! You told me yourself, the words he said were, "Kill the spare." The spare. My son, my beautiful son, was a spare.

HARRY: Mr. Diggory, as you know, I sympathize with your efforts to memorialize Cedric, but-

AMOS: A memorial? I am not interested in a memorial-not anymore. I am an old man-an old dying man-and I am here to ask you-beg you-to help him back.

HARRY: (looks up astonished)

HARRY: Get him back? Amos, that's not possible....

HARRY: Amos, playing with Time? You know we can't do that.

AMOS: How many people have died for the Boy Who Lived? I'm asking you to save one of them

What does this scene reveal about Amos’s feeling toward Harry?

A. Amos respects Harry and has come to get his help.
B. Amos feels Harry is responsible for Cedric’s death.
C. Amos is angry with Harry that he won’t help him.
D. Amos believes Harry was a good friend to Cedric.

saran yg diberikan oleh penulis teks ulasan kepada pembaca sebagai pertimbangan disebut????????????

Read the following excerpt from The Story of My Life by Helen Keller.
The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word "d-o-l-l." I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name. I left the well-house eager to learn. Everything had a name, and each name gave birth to a new thought. As we returned to the house every object which I touched seemed to quiver with life. That was because I saw everything with the strange, new sight that had come to me.

Read the following excerpt from Narrative of the Life of Fredrick Douglass, by Fredrick Douglass.
The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by doing one part of my errand quickly, I found time to get a lesson before my return. I used also to carry bread with me, enough of which was always in the house, and to which I was always welcome; for I was much better off in this regard than many of the poor white children in our neighborhood. This bread I used to bestow upon the hungry little urchins, who, in return, would give me that more valuable bread of knowledge. I am strongly tempted to give the names of two or three of those little boys, as a testimonial of the gratitude and affection I bear them; but prudence forbids;—not that it would injure me, but it might embarrass them; for it is almost an unpardonable offence to teach slaves to read in this Christian country.
Using the excerpts from the Story of My Life by Helen Keller and Narrative of the Life of Frederick Douglass, compare and contrast the themes presented by the authors.

Using the excerpts from the Story of My Life by Helen Keller and Narrative of the Life of Frederick Douglass, compare and contrast the themes presented by the authors.