Robert Frost's "Dust of Snow" is written using
third-person limited narrative voice
first-person narrative voice
third-person objective narrative voice
third-person omniscient narrative voice

Answer:

first-person narrative voice

Explanation:

The author, in his work, may opt for one of possible narration ways.

Third person is usually most common way. The author narrates and explains actions, thoughts and emotions of several (or all) characters.

However, Frost in this poem only describes the way he feels after a crow shook down some snow from a tree directly on him. He is the only character (well, besides the crow) and all that we, as readers, or audience, know, are his thoughts and emotions. That means that he narrates from his own perspective, and that is the feature of the first person narration.

How pandemic affects your studies ? our community and to the world?​

Differences between Central Banks and Commercial Banks (In english) In 5 points

Considering how the ideas discussed relate to the goals of the discussion is part of

HELP PLEASE ME IS DUMB

Can somebody plz just give me 1 more point on my question thx!!

WILL MARK BRAINLIEST :D

What is Cathy's significance to the story?

*GIVING BRAINLIEST*
How does Stanton structure her memoir? — 7Dii
A. Stanton organizes her memoir in a cause-and-effect structure to show how women got
the vote.
B. Stanton uses precise descriptions of key historical events to describe women's
suffrage.
C. Stanton uses anecdotes and reconstructed quotations to reveal her personal
experience.
D. Stanton writes her memoir in order to expose the people who opposed her.

Read this excerpt from Through the Looking-Glass by Lewis Carroll Shortly after Alice sings this song. Tweedledee and Tweedledum begin to battle This is evidence that "I'm sure I'm very sorry," was all Alice could say, for the words of the old song kept ringing through her head like the ticking of a clock, and she could hardly help saying them out loud - walking backward means going forward in the looking-glass land one has to run quickly in order to stand still in the looking-glass land O fictional characters are real in the looking-glass land things happen only every other day in the bar "Tweedledum and Tweedledee Agreed to have a battle, For Tweedledum said Tweedledee Had spoiled his nice new rattle glass land Just then flew down a monstrous crow As black as a tar-barrel Which frightened both the heroes so, They quite forgot their quarrel."​

Help please!!! I'll mark as BRAINLIEST. Only need to write the summary of the passage ​

You have just read the short stories "Home" by Gwendolyn Brooks and "Everyday Use" by Alice Walker. Both stories are centered around family heirlooms or objects that families value. Write a literary analysis that focuses on the way both texts demonstrate how objects can reflect the notion of family, heritage, and belonging. Use specific evidence from each text to support your analysis.

please help.

Which details from the text support the writing idea "Jack London portrays the Yukon as a harsh, unforgiving setting"? Check all that apply. London sets the scene by describing it as "exceedingly cold and gray." London reveals, through the dog's instincts, that the temperature is seventy-five below zero. London explains that there is no sign of the sun, even though it is nine o'clock. London shows that the man cares deeply for his dog because he speaks to it as he builds a fire. London describes the man giving up because he thinks that he is certain to die.

At what age do people in the community get freedom of choice?

(This question is based on The Giver)

What type of figurative language are they

(MC)

Letter to a Citizen of Kentucky, an excerpt

Executive Mansion, Washington,
April 4, 1864.
A. G. Hodges, Esq., Frankfort, Ky.

My Dear Sir:
You ask me to put in writing the substance of what I verbally stated the other day, in your presence, to Governor Bramlette and Senator Dixon. It was about as follows:
I am naturally anti-slavery. If slavery is not wrong nothing is wrong. I cannot remember when I did not so think and feel; and yet I have never understood that the Presidency conferred upon me an unrestricted right to act officially in this judgment and feeling. It was in the oath I took that I would to the best of my ability preserve, protect and defend the Constitution of the United States. I could not take the office without taking the oath. Nor was it in my view that I might take the oath to get power, and break the oath in using the power.
I understood, too, that in ordinary civil administration this oath even forbade me to practically indulge my primary abstract judgment on the moral question of slavery. I had publicly declared this many times and in many ways; and I aver that, to this day I have done no official act in mere deference to my abstract judgment and feeling on slavery. I did understand, however, that my oath to preserve the Constitution to the best of my ability imposed upon me the duty of preserving, by every indispensable means, that government, that nation, of which that Constitution was the organic law. Was it possible to lose the nation, and yet preserve the Constitution?
By general law, life and limb must be protected; yet often a limb must be amputated to save a life, but a life is never wisely given to save a limb. I felt that measures, otherwise unconstitutional, might become lawful by becoming indispensable to the preservation of the Constitution through the preservation of the nation. Right or wrong, I assumed this ground, and now avow it. I could not feel that to the best of my ability I had even tried to preserve the Constitution, if, to save slavery, or any minor matter, I should permit the wreck of government, country, and Constitution altogether.
When, early in the war, General Fremont attempted military emancipation, I forbade it, because I did not then think it an indispensable necessity. When, a little later, General Cameron, then Secretary of War, suggested the arming of the blacks, I objected, because I did not yet think it an indispensable necessity. When, still later, General Hunter attempted military emancipation, I forbade it, because I did not yet think the indispensable necessity had come. When, in March and May and July, 1862, I made earnest and successive appeals to the Border States to favor compensated emancipation, I believed the indispensable necessity for military emancipation and arming the blacks would come, unless averted by that measure. They declined the proposition; and I was, in my best judgment, driven to the alternative of either surrendering the Union, and with it the Constitution, or of laying strong hand upon the colored element. I chose the latter. In choosing it, I hoped for greater gain than loss; but of this I was not entirely confident...

Yours truly,

A. Lincoln

Lincoln's decision to arm black soldiers occurred at what point? (4 points)

a
As soon as he realized military emancipation would not work

b
As soon as he was convinced that Northern generals would agree

c
Only once he was convinced it was necessary to save the Union

d
Only once he was convinced that Southerners would abolish slavery

WILL MARK BRAINLIEST IF ANSWERED!!

Prompt: Everyone has a talent or skill. Identify a talent or skill you have, and explain how you develop and use it. Use specific details and examples in your response.

Understanding the historical context of a work of literary will allow you to better grasp how, when, and why various works of British literature came into
being

•True
•False

I will give brainliest if u gimme the right answer


A group of 32 players forms 4 volleyball teams. If there are 96 players, how many teams can be formed?

A. 3 teams
B. 8 teams
C. 12 teams
D. 24 teams

Select two poems from the list provided in the project. using these two poems, write a clear, concise, 250-word essay that compares and contrasts them. make sure you include at least two of the following to support your thesis: tone, point of view, literary devices, or meter.

the use of headings bullet lists and different font styles identifies this passage as
A) business writing
B) narrative writing
C) technical writing
D) expository writing

Read the excerpt from "The Lottery."

The people separated good-humoredly to let her through: two or three people said, in voices just loud enough to be heard across the crowd, "Here comes your Missus, Hutchinson," and "Bill, she made it after all." Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully, "Thought we were going to have to get on without you, Tessie." Mrs. Hutchinson said grinning, "Wouldn't have me leave m'dishes in the sink, now, would you, Joe?" and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson's arrival.

Which line from the excerpt contains irony?

“Bill, she made it after all.”
“Thought we were going to have to get on without you, Tessie.”
“Wouldn’t have me leave m’dishes in the sink, now, would you, Joe?”
“Here comes your Missus, Hutchinson.”

"At a time like this, scorching irony, not convincing argument, is needed. Oh! had I the ability, and could I reach the nation's ear, I would today pour out a fiery stream of biting ridicule, blasting reproach, withering sarcasm, and stern rebuke. For it is not light that is needed, but fire; it is not the gentle shower, but thunder. We need the storm, the whirlwind, and the earthquake. The feeling of the nation must be quickened; the conscience of the nation must be roused; the propriety of the nation must be startled; the hypocrisy of the nation must be exposed; and its crimes against God and man must be denounced."


The words in bold are examples of what kind of appeal?


Group of answer choices


A. Ethos


B. Logos


C. Pathos

After putting the tree in the ground, he
down the dirt around it.
feigned
Conjured
titillated
tamped

write a descriptive essay on your favourite person.words 300 to 350​

What do you think will happen if you will not follow health and safety precautions in the workplace ?

How does the author's use of chronology help support the idea that the BSE epidemic was a watershed moment, or turning point, in government use of law to support public health?

The author lays out a timeline to show how scientific discoveries made governments less likely to make laws for public health.
The author makes it clear that prions were always known to be dangerous and that scientists discovered them to be the cause of mad cow disease.
The author discusses how the mad cow disease epidemic ended only about twenty-five years after it first became a problem.
The author shows how frustrated people were that nothing was done about a disease until over ten years after it was discovered.

In the word timely, the suffix is
.

Help asap need to be quick if possible

Identify the transitional words or phrases in the paragraph below:

It was the last game of the year. The score was tied and we were in the last inning. We knew that we would win the state
championship as our star athlete stepped up to the plate. First, he kicked his shows against the base. Then he tapped the base
a few times with the bat. Next, he spit on the ground like a real pro. Finally, we swung at the pitch and hit a home run! We won!

Read the following excerpt from the article "Journey Down Under the Sea":

While floating, I saw many species of fish in different sizes and colors. A school of small fish with vertical black stripes swam around me. Other fish were bright yellow. Still others were blue, or multicolored with yellow, white, and black. (paragraph, 4)


Which organizational category is represented?

classification
compare/contrast
definition
cause/effect

Read this passage from Through the Looking-Glass. "My NAME is Alice, but—” "It's a stupid enough name!” Humpty Dumpty interrupted impatiently. "What does it mean?” "MUST a name mean something?” Alice asked doubtfully. "Of course it must,” Humpty Dumpty said with a short laugh: "MY name means the shape I am—and a good handsome shape it is, too. With a name like yours, you might be any shape, almost.” The tone of this excerpt shows that Humpty Dumpty is A inexperienced B jealous. D impatient. D uncomfortable.