HELP! The purpose of presenting a counterclaim is to present a fair argument that does not choose sides. address any objections to your claim and explain how they fall short. show both sides of an argument, letting readers make an informed decision. validate any objections to the claim being made.

answer: a mother fears that the poor lighting poses a danger to the children who play there.

the correct answer is option d. none of these. it is noted that options a, b, and c share the same content.

despite the valid answer provided at the last sentence of each of the options, a question/answer format shouldn't include humourous themed responses such as "you bet your thermal pj's we do." - unless of course, the answer is carried out in an informal environment. this could be replaced with a simple "yes" or "it is necessary".

the question should be re-phrased to a more appropiate syntaxis. instead of "do we need the greenhouse effect? ", it should be written as "is the greenhouse effect necessary? " in order to give it a general scope, instead of limiting the answer to the needs of "we" the humans.

see explanation.

explanation:

1. buoyant: happy and confident (e)

2. euphoric: in a state of great happiness (a)

3. jubilant: having a feeling of great happiness and excitement (b)

4. rapturous: feeling or expressing great joy (d)

*note that the difference in 1-4 can be shown by signal words such as "in a state of" for the term "euphoric," as "euphoric" would describe a state of euphoria.

5. untroubled: calm and tranquil (c)

6. cajole: to talk coaxingly and flatteringly (i)

7. harangue: to express oneself at considerable length (h)

8. quibble: to evade the truth of the point at issue by arguing over trifles (g)

9. whine: to complain in a childish, fretful manner and in a nasal tone (j)

10. rant: to talk bombastically (f)

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs