Viewpoint one:
for too long high school students have been wasting time in their english classes. the only job of an english class is to teach students to communicate better and understand what they read better. we need to remove all of the fluff from english class--the literature, novels, dramas, and poetry and focus solely on functional literacy--what students need to succeed in the workplace.
viewpoint two:
some have said that the purpose of the english class is simply to prepare students for the workplace. i find this view to be very limiting. yes, of course, the english classroom needs to prepare students to communicate better, but humans are not made simply to work. literature enriches students by allowing them to imagine other worlds and other lives. literature can inspire in addition to teaching students to read better.
which best expresses the difference between these two viewpoints?
a) viewpoint two and viewpoint one agree that reading poetry is an extremely educational and valuable experience for students.
b) viewpoint one finds english literature to be incredibly valuable and compelling, while viewpoint two wants english class to be useful.
c) viewpoint one would like english classes to be purely utilitarian, while viewpoint two believes that english can be both useful and enriching.
d) viewpoint two believes that the traditional english class is of no value, while viewpoint one thinks that the traditional english class does not need any change or improvement.

An old patched hat, which was almond terim-red, watched as it sat on an old , thin head. which kind of figurative language is found in line 1-2? a. metonymyb. oxymoronc. personificationd. simile

Read this expert from herman melville’s the lightning rod man which contains a mythological allusion mr. jupiter tonans i am not accustom to be commanded in my own house call me now by the paga name you are profane in this time of terror which of these statements best conveys the meaning of the illusion

Part 2: thoreau’s ideas had a profound effect on a man named gandhi. gandhi, was a leader in india who worked to end british rule. he led india to independence and inspired many to non-violent forms of protest and resistance. he fought to end poverty, worked to expand women's right to vote, and built bridges between ethnic and religious groups. like thoreau, he lived simply, owned very little, and ate a vegetarian diet. in india, gandhi's form of protest was called the "non-cooperation movement." he urged indians to boycott british education systems and leave government jobs. the movement was very popular, and in part to stop its spread, the british controlled government arrested him. after a few years, he was released and became active in politics again. he inspired many to follow him on marches to protest various taxes. on one such march, thousands followed him 240 miles over 24 days to the sea to protest a salt tax. this march set the example of non-violent resistance to the government that others in the country followed. eventually india won independence from britain, in large part because of gandhi work. gandhi's model of resistance and reform was creative, appealing, and successful. as a result, dr. martin luther king looked to gandhi when the time came to find a way to resist segregation in the south. the lunch counter protests, famous for the passive response to anger, and even violence, aimed to end the separation enforced by laws in some regions of the south. king also organized walks, marches, and bus rides that were meant to bring attention to the issues facing african americans. these forms of protest were directly modeled on gandhi's, but king took them straight to the source of oppression. where gandhi's protests created awareness and built momentum, king's protests were in the face of great hatred and fear. the passive, non-violent protests were ultimately effective, mainly because the passive response to violence cast the opposition as brutes. however, change came slowly and at the cost of many lives. king remained committed to peaceful protest, however, until his death. king learned from gandhi, expanding on what worked, applying old techniques to a new problem. gandhi owed his philosophy, in part, to a new england poet who loved the woods. read this sentence from part 2: like thoreau, he lived simply, owned very little, and ate a vegetarian diet. what is the point of this sentence? gandhi and thoreau had similar childhoods. gandhi had many admirable qualities. thoreau and gandhi were very similar. thoreau had a simple life compared to others.