Wait a minute! What kind of nine-year-old volunteers to go to jail? And what kind of parent would make sure she gets there? And why would she get arrested at church? Is this real? Yes. Audrey Hendricks, her mother, Lola, and her father, Joe, are real. So is this story. Audrey was the youngest of three to four thousand black children who marched, protested, sang, and prayed their way to jail during the first week of May 1963, in Birmingham, Alabama. Their goal was to end segregation in the most racially divided and violent city in America. Many young people suffered attacks by snarling German shepherds and days of being crammed into sweltering jail cells. Some wondered if they would survive. And if they did survive, could they accept these punishments with dignity, as they had been trained to do? Or, would they retaliate against the white policemen who were abusing them? Audrey and three other young people—Washington Booker III, James Stewart, and Arnetta Streeter—will be your guides through these harrowing events. Along the way, you'll hear from others who lived through these times as well. —We’ve Got a Job, Cynthia Levinson

Write two to four sentences explaining how the author’s use of second- and third-person point of view helps readers understand the Children’s March.

The author uses third-person point of view to tell the overall story, but she uses second-person point of view for a moment to speak to the readers and tell them that they will learn about the Children's March through participants' stories. The people who were there get to tell their stories and express their viewpoints and opinions about the events.

Explanation:

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The author uses third-person point of view to tell the overall story, but she uses second-person point of view for a moment to speak to the readers and tell them that they will learn about the Children's March through participants' stories. The people who were there get to tell their stories and express their viewpoints and opinions about the events.

Explanation:

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one thousand and one nights, also called the arabian nights is a collection of middle eastern tales compiled in arabic during the islamic golden age, dated from the 8th to the 14th century. this collection was compiled of largely middle eastern and indian stories with an uncertain date and autorship whose tales such as aladdin, ali baba and sinbad the sailor -these ones were the most popular ones, the ones that have almost become part of western folklore.

as in much medieval european literature, the stories contained in this collection are set within a frame story. its scene is central asia, as known as "the islands or peninsulae of india and china", where king shahryar kills his wife after discovering her infidelities and as well as any other who betrayed him.   then, loathing all womankind, he marries and kills his new wife each day until no more candidates could have been found. his vizier had two daughters, scheherezade and dunyazad. the elder one -scheherezade- having devised a scheme to save herself and the others insisted that her father needed to give her in marriage to the king. each evening, she used to tell a story leaving it incomplete and promising to finish it the following night. the stories kept the king very interested, so eager to hear evey ending of each story, that he puts off her execution from day to day and finally he decided to give up with his plan. these stories are contained within the collection of 1001 nights, the bulk of the text is in prose, although verse is usually used for songs and riddles to express better the heightened emotion of them.

i have learned a great many things from participating in varsity football. it has changed my entire outlook on and attitude toward life. before my freshman year at [high-school], i was shy, had low self-esteem and turned away from seemingly impossible challenges. football has altered all of these qualities. on the first day of freshman practice, the team warmed up with a game of touch football. the players were split up and the game began. however, during the game, i noticed that i didn't run as hard as i could, nor did i try to evade my defender and get open. the fact of the matter is that i really did not want to be thrown the ball. i didn't want to be the one at fault if i dropped the ball and the play didn't succeed. i did not want the responsibility of the team because i was too afraid of making a mistake. that aspect of my character led the first years of my high school life. i refrained from asking questions in class, afraid they might be considered too stupid or dumb by my classmates. all the while, i went to practice and everyday, i went home physically and mentally exhausted.

yet my apprehension prevailed as i continued to fear getting put in the game in case another player was injured. i was still afraid of making mistakes and getting blamed by screaming coaches and angry teammates. sometimes these fears came true. during my sophomore season, my position at backup guard led me to play in the varsity games on many occasions. on such occasions, i often made mistakes. most of the time the mistakes were not significant; they rarely changed the outcome of a play. yet i received a thorough verbal lashing at practice for the mistakes i had made. these occurrences only compounded my fears of playing. however, i did not always make mistakes. sometimes i made great plays, for which i was congratulated. now, as i dawn on my senior year of football and am faced with two starting positions, i feel like a changed person.

over the years, playing football has taught me what it takes to succeed. from months of tough practices, i have gained a hard work ethic. from my coaches and fellow teammates, i have learned to work well with others in a group, as it is necessary to cooperate with teammates on the playing field. but most important, i have also gained self-confidence. if i fail, it doesn't matter if they mock or ridicule me; i'll just try again and do it better. i realize that it is necessary to risk failure in order to gain success. the coaches have always said before games that nothing is impossible; i know that now. now, i welcome the challenge. whether i succeed or fail is irrelevant; it is only important that i have tried and tested myself.

the topic of this essay is how the applicant has matured and changed since his freshman year. he focuses on football. one of the strengths of this essay is that it is well organized. the applicant clearly put time into the structure and planning of this essay. he uses the platform of football to discuss and demonstrate his personal growth and development through the high school years. what he could have done better was spend more time describing himself after he made improvements. as it is, he only tells us about his newfound confidence and drive. this essay would have been stronger had he actually shown us, perhaps by including a story or describing an event where his confidence made a difference

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