Read the following lines from “the third bank of the river.” “i said it as loud as i could, ‘father, you have been out there long enough. you are old…come back, you don’t have to do it anymore…come back and i’ll go instead. right now, if you want. any time, i’ll get into the boat. i’ll take your place.’ and when i had said this my heart beat more firmly. he heard me. he stood up. he maneuvered with his oars and headed the boat towards me. he had accepted my offer. and suddenly i trembled, down deep. for he had raised his arm and waved – the first time in so many, so many years. and i couldn’t…in terror, my hair on end, i fled madly.” which of the following stylistic elements is used by the write in these lines? a. allusion b. hyperbole c. irony d. paradox

The vast muslim world was wonderful for the growth of knowledge. the greeks had developed a level of practical experience and technical understanding a thousand years more advanced than anyone else nearby. the muslims began to translate some of these ancient greek texts. from india, muslims learned of the zero, which allowed them to invent what we still call "arabic” numerals. and because the koran, the sacred book of islam, is written in arabic, scholars throughout the muslim world learned to read arabic and to share their knowledge. the muslims swept past jundi shapur and learned the secrets of sugar. as they conquered lands around the mediterranean sea, they spread word of how to grow, mill, and refine the sweet reed. how do the details in the passage support the central idea? the details describe the important role muslims played in spreading knowledge throughout the world. the details clarify the role jundi shapur played in spreading the secrets of sugar to the rest of the world. the details describe how muslims used knowledge from only the greeks to make innovations. the details reveal how important the koran was in muslims conquer other lands