Which best explains how garcia’s word choice helps establish her voice in the excerpt?

Which best explains how garcia’s word choice helps establish her voice in the excerpt?

Which best states how the word choice is similar in both excerpts?

Which best describes how Garcia’s word choice in the excerpt aids in establishing her voice? She ponders the whims of sports, such as El Lder’s narrow escape from a baseball career in America as a young star pitcher. Major league scouts were drawn to his wicked curveball, and the Washington Senators were interested in signing him but later changed their minds. El Lder went home, rested his pitching arm, and began a revolution in the mountains, frustrated. Which best describes how Garcia’s word choice in the excerpt aids in establishing her voice? a. Garcia expresses a negative view of fate in short, forceful sentences. b. Garcia suggests a hypothesis about destiny by using formal, scholarly language and place terms. c. Garcia uses baseball terms to say that destiny has been defeated. d. Garcia employs terms with positive connotations to convey a positive attitude toward destiny.

Which best states how the structure of each excerpt supports a different tone?

Nina Simone, born Eunice Kathleen Waymon (February 21, 1933 – April 21, 2003), was an American singer, songwriter, guitarist, arranger, and civil rights activist. Classical, jazz, blues, folk, R&B, gospel, and pop were among the musical styles she performed.
Simone, the sixth of eight children born into a poor family in Tryon, North Carolina, wanted to be a concert pianist at first.
[1] She enrolled in the Juilliard School of Music in New York City with the help of a few supporters from her hometown.
[2] She then applied for a scholarship to study at Philadelphia’s Curtis Institute of Music, but was refused admission despite a well-received audition, which she blamed on racial discrimination. The Institute bestowed an honorary degree on her just days before her death in 2003. [4] To make a living, Simone began playing piano in an Atlantic City nightclub. She decided to play “the devil’s music”[3] or so-called “cocktail piano” and changed her name to “Nina Simone” to hide herself from her family. Her career as a jazz vocalist was essentially launched when she was told in the nightclub that she would have to sing to her own accompaniment. [5] Between 1958 and 1974, she released more than 40 albums, beginning with Little Girl Blue. “I Loves You, Porgy” became a hit single in the United States in 1958. [1] Her musical style blended gospel and pop with classical music, particularly Johann Sebastian Bach[6], and was accompanied by expressive, jazz-like singing in her contralto voice. [nine] [eight]

Which best explains how soto’s text structure helps establish his voice in the excerpt?

April Humphrey is the candidate Yarmouth wants to confront the issue of climate change on a local level. She has a demonstrated commitment to fighting for clean energies and addressing environmental issues.
She helped create Yarmouth’s Renewable Energy and Sustainability Committee during her first year on the council and she is active in the committee’s ongoing work. The committee was instrumental in finalizing plans for Yarmouth’s street lights to be upgraded to LED bulbs, which would save $60,000 annually. It produced a winning plan for a municipal solar array that would supply 85% of Yarmouth’s municipal and school electricity while saving $3 million over the next 20 years!

Which best explains how nye’s word choice helps establish her voice in the excerpt?

In all three gateways, the StudySync instructional materials fulfill the requirements for alignment. Rich and rigorous texts are used in conjunction with reading, writing, speaking, and listening activities to help students expand their skills while improving their overall literacy. Students may use the materials to learn and apply research skills while also incorporating multimodal texts during the year. Teachers will use resources to help them apply the materials in their classrooms. Teachers can customize texts, lessons, and activities directly through the web based on classroom and individual student needs, in addition to being delivered entirely online.
The instructional materials evaluated for Grade 9 follow the requirements for anchor texts that are of publishable quality and deserving of extra attention, and they take into account a variety of student interests. Students read a variety of genres and volumes in order to achieve grade-level reading proficiency, and textual analysis resources are offered on a regular basis. Questions and assignments that are text-dependent and text-specific are included in the materials to help students prepare for the Extended Writing Activity in each unit. Each unit provides students with numerous and varied opportunities to participate in whole-class, small-group, and peer-to-peer discussions that focus on the text being studied and integrate the comprehension and application of academic vocabulary and syntax. Throughout the school year, the materials include a range of writing assignments that differ in length and depth, are tied to classroom texts and Big Ideas, and include narration, informative/explanatory, literary research, and argumentative writing. The Grammar and Composition Handbook focuses on grammar and use, with each chapter concentrating on a different aspect of the language. The lessons include guidance, practice, and analysis, and the lessons and tasks get more difficult as they progress.