When I got to my cabin at camp, the other campers showered me with a chorus of greetings. "I’m Alex,” the red-headed boy closest to me said. "Javier,” called the boy with the glasses sitting next to him. "Miguel,” waved the boy in the corner. He was sitting surrounded by a pile of comic books. A fourth boy, taller than the rest, walked up and shook my hand. "I’m Asher. Grab a bunk.”When I got to my cabin at camp, the other campers showered me with a chorus of greetings. "I’m Alex,” the red-headed boy closest to me said. "Javier,” called the boy with the glasses sitting next to him. "Miguel,” waved the boy in the corner. He was sitting surrounded by a pile of comic books. A fourth boy, taller than the rest, walked up and shook my hand. "I’m Asher. Grab a bunk.” Why did the author most likely use dialogue instead of description?

Which of the following are historical events that likely influenced the writing of “the second coming”? select all that apply.

In this unit we learned about arguments and rhetoric. in an argument we use ,not informal language

What does the author see as the main cause for why students don’t really see shakespeare as a real, flawed human being? we shouldn’t shy away from discussing our literary heroes’ flaws. if nothing else, the knowledge of their failures us appreciate what success and greatness these authors did achieve. often our hero-worship keeps us from truly seeing the complexity of a great author. thus, i would argue, nothing would be better for high school students than to take shakespeare down a peg or two. a) the fact that students never learn enough about shakespeares biography b) the fact that students only read shakespeare’s comedies while in school c) the fact that students are never assigned to read any shakespeare while in high school d) the fact that students only read shakespeare’s greatest works in school and thus never see his weaknesses