in 3–5 complete sentences, thoroughly explain what effect the order of ideas in paragraphs 9 and 10 have on the meaning of the text. why does dr. king make his points in this order? what is the effect? provide at least two specific examples from the text to support your answer.
[9] i have travelled the length and breadth of alabama, mississippi and all the other southern states. on sweltering summer days and crisp autumn mornings i have looked at her beautiful churches with their spires pointing heavenward. i have beheld the impressive outlay of her massive religious education buildings. over and over again i have found myself asking: "who worships here? who is their god? where were their voices when the lips of governor barnett dripped with words of interposition and nullification? where were their voices of support when tired, bruised, and weary negro men and women decided to rise from the dark dungeons of complacency to the bright hills of creative protest? "
[10] there was a time when the church was very powerful … in those days the church was not merely a thermometer that recorded the ideas and principles of popular opinion; it was a thermostat that transformed the mores of society. wherever the early christians entered a town the power structure got disturbed and immediately sought to convict them for being "disturbers of the peace" and "outside agitators." things are different now. the contemporary church is so often a weak, ineffectual voice with an uncertain sound. it is so often the arch-supporter of the status quo. far from being disturbed by the presence of the church, the power structure of the average community is consoled by the church's silent and often vocal sanction of things as they are.

2. page 1: schlosser describes "just another gorgeous rocky mountain vista. and yet cheyenne mountain is hardly pristine." why do you think schlosser describes the beautiful cheyenne mountain scene in detail before describing the military installation that lies inside?

Read the passage, then answer the question that follows. no one could have seen it at the time, but the invention of beet sugar was not just a challenge to cane. it was a hint—just a glimpse, like a twist that comes about two thirds of the way through a movie—that the end of the age of sugar was in sight. for beet sugar showed that in order to create that perfect sweetness you did not need slaves, you did not need plantations, in fact you did not even need cane. beet sugar was a foreshadowing of what we have today: the age of science, in which sweetness is a product of chemistry, not whips. in 1854 only 11 percent of world sugar production came from beets. by 1899 the percentage had risen to about 65 percent. and beet sugar was just the first challenge to cane. by 1879 chemists discovered saccharine—a laboratory-created substance that is several hundred times sweeter than natural sugar. today the sweeteners used in the foods you eat may come from corn (high-fructose corn syrup), from fruit (fructose), or directly from the lab (for example, aspartame, invented in 1965, or sucralose—splenda—created in 1976). brazil is the land that imported more africans than any other to work on sugar plantations, and in brazil the soil is still perfect for sugar. cane grows in brazil today, but not always for sugar. instead, cane is often used to create ethanol, much as corn farmers in america now convert their harvest into fuel. –sugar changed the world, marc aronson and marina budhos how does this passage support the claim that sugar was tied to the struggle for freedom? it shows that the invention of beet sugar created competition for cane sugar. it shows that technology had a role in changing how we sweeten our foods. it shows that the beet sugar trade provided jobs for formerly enslaved workers. it shows that sweeteners did not need to be the product of sugar plantations and slavery.

Meaning to its abbreviation. 1. contraction gr. 2. obsolete as 3. greek pl. 4. anglo-saxon obs. 5. plural g. 6. german ff. 7. that is pron. 8. colloquialism colloq. 9. following i. e. 10. pronoun contr.