Which words were said with emphasis when read aloud? Which clues in the text tell the reader to change to a strong, forceful tone for certain words?

The words that were said with emphasis on pronouncing loudly would be:

- Stop, help

The clues that are provided to inform the readers about a strong, forceful tone would be:

- Italics and exclamation points

The tone is described as the viewpoint of the author regarding the content that is being recounted to the readers.

In the given excerpt, the words 'stop' and 'help' would be pronounced with an emphasis in order to highlight Robert's situation and understand it more effectively.

The use of italics along with exclamation points signal the readers about the strengthened impact brought by particular words in this passage.

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The given question is incomplete. The complete question is as follows:

Robert was tired of dreaming. I always come out looking du-mb, he said to himself.

For example, he would dream of being swallowed by a big ugly fish, and even after it was over he could smell the fish's aw-ful ste-nch. Or he'd be sliding down an endless slide, faster and faster, and no matter how many times he cried out Stop! or Help! on he went until finally he woke up drenched in sweat.

Which words were said with emphasis when read aloud?

Which clues in the text tell the reader to change to a strong, forceful tone for certain words?

Hello. You did not show the text to which this question refers, which makes it impossible for me to show you the words that should be emphasized when read aloud.

However, these words can be perceived as they are usually written in italics, or bold. Anyway, these words have a differentiation from the rest of the text, reinforcing that they must be read and differently, with more emphasis, with a stronger tone.

dickinson punctuation and lines in her poems to establish a rhythm. each reader will naturally find themselves reading the poem in the same way. she uses the repeating question marks and exclamation points to convey the passion in her words. shelley uses punctuation to paint a picture in the reader's mind. for example, the ellipses after "stand in the dessert" evoke a silence, as it would feel in a deserted, old place.

kenny´s more than 25 years of relevant public service. in the army for two decades, as official representative for four years, and now for the department of state, as ambassador. this career clearly demonstrates great capacities in the public sector.