Excerpt from The Most Dangerous Game
Richard Connell
When the general nursing his bruised shoulder, had gone, Rainsford took up his flight again. It was flight now, a desperate,
hopeless flight that carried him on for some hours. Dusk came, then darkness, and still he pressed on. The ground grew softer
under his moccasins, the vegetation grew ranker, denser, insects bit him savagely. Then, as he stepped forward, his foot sank into
the ooze. He tried to wrench it back, but the muck sucked viciously at his foot as if it were a giant leech. With a violent effort, he
tore his foot loose. He knew where he was now. Death Swamp and its quicksand.
What technique does the author of this passage use to evoke emotions in the reader?
es
A)
The author uses a flashback from the narrator's youth to make the reader
uneasy.
B)
The author's use of a first person perspective creates a sense of unease and
discomfort.
9
The author's use of frightening imagery with a setting named "Death
Swamp" creates tension.
The author's use of dialogue implies that something stressful is soon to

Which literary device has emily dickinson used in these lines? how dreary to be somebody! how public, like a frog to tell your name the livelong day to an admiring bog! metaphor alliteration simile allusion

Adapt the speech you delivered in lesson 2 to an audience of professionals, teachers, and parents. the audience expects a more formal delivery. your listeners also expect you to use media such as images and audio to make your speech more convincing and easier to understand. your assignment should include the following elements: -at least four sources to back up your ideas -media elements to illustrate your ideas -changes to both the style and content of the speech to make it more appropriate to the audience -citations that follow mla guidelines as you revise your presentation, research and cite at least four sources. at least two of these sources must provide supporting evidence, such as charts and graphs or quotes from newspapers or other credible sources. the other two sources can provide material to grab the audience's attention — for example, photos that your audience visualize what you're talking about or music that sets the mood. you can also create original images, but these will not count as sources. here are some types of media that you may use to either show evidence or move the audience: quotes tables, charts, and graphs images video audio (including music) mix up the types of media you use so that no medium is used more than twice. take care that all your sources contribute to your speech in an obvious way. they should either back up what you're saying or make your ideas easier for your audience to understand logically or emotionally. avoid visual aids that are off topic or confusing. ask yourself these questions as you revise: am i still fulfilling the requirements of the speech i gave in lesson 2? is my speech still about a theme in franklin roosevelt's four freedoms speech? do i connect that theme to my own life and to a current issue? are my sources credible and relevant? will they convince an audience of parents, teachers, and professionals? do my media elements enhance my speech? do they set the mood, explain something difficult, or offer convincing proof? do i avoid media elements that are more distracting than ? did i cite my sources according to mla guidelines? did i check my works-cited page against sample works-cited pages to make sure it's correct?

Which is the main claim in "say no to library cuts"? a. the most important effects of the library cuts will not be limited to children, senior citizens, or other specific groups. b. the budget cuts at the library also mean the end of the children's story hour. c. according to library director sarah tomlinson, whom i interviewed on may 6, the budget cuts will force the library to discontinue many popular programs and services. d. the funding of the public library should be protected because the library offers important programs and services that benefit the whole community.