Icould not approach her as i was accustomed to approach other white ladies. my early instruction was all out of place. the crouching servility, usually so acceptable a quality in a slave, did not answer when manifested toward her. her favor was not gained by it; she seemed to be disturbed by it. she did not deem it impudent or unmannerly for a slave to look her in the face. the meanest slave was put fully at ease in her presence . .

what inference can be drawn about mrs. auld in this excerpt?

she shows enslaved persons an unfamiliar respect.
she does not enjoy speaking with enslaved persons.
she offers generous gifts to enslaved persons.
she displays her temper when she is upset.

Think about an important point you want to make to someone. maybe you want to tell someone you love them. perhaps you need to ask your boss for time off. or you want to get your neighbors to keep their dog from using your lawn as a restroom. whatever the message, however light or serious the tone, use the poetry techniques from lesson 1 to you communicate it in the form of a poem. use at least two examples of figurative language and at least two sound devices (you may choose rhyme as one of your sound devices). bold print or highlight the figurative language and sound devices in your poem to point them out to the reader. this is a creative writing endeavor. have some fun with poetry techniques from lesson one include metaphor simile and personification and sound devices are alliteration assonance consonance and onomatopoeia

They always say that juvenile delinquency is a problem. a.)them b.)everyone c.)a noun

I’m cruel tribute which characters action most advance the development of the plot?