What detail from this passage best suggests that Kafka views music as a source of human nature. His sister began to play; father and mother paid close attention, one on each side, to the movements of her hands. Drawn in by the playing, Gregor had dared to come forward a little and already had his head in the living room. Before, he had taken great pride in how considerate he was but now it hardly occurred to him that he had become so thoughtless about the others. What's more, there was now all the more reason to keep himself hidden as he was covered in the dust that lay everywhere in his room and flew up at the slightest movement; he carried threads, hairs, and remains of food about on his back and sides; he was much too indifferent to everything now to lay on his back and wipe himself on the carpet like he had used to do several times a day. And despite this condition, he was not too shy to move forward a little onto the immaculate floor of the living room.

No-one noticed him, though. The family was totally preoccupied with the violin playing; at first, the three gentlemen had put their hands in their pockets and come up far too close behind the music stand to look at all the notes being played, and they must have disturbed Gregor's sister, but soon, in contrast with the family, they withdrew back to the window with their heads sunk and talking to each other at half volume, and they stayed by the window while Gregor's father observed them anxiously. It really now seemed very obvious that they had expected to hear some beautiful or entertaining violin playing but had been disappointed, that they had had enough of the whole performance and it was only now out of politeness that they allowed their peace to be disturbed. It was especially unnerving, the way they all blew the smoke from their cigarettes upwards from their mouth and noses. Yet Gregor's sister was playing so beautifully. Her face was leant to one side, following the lines of music with a careful and melancholy expression. Gregor crawled a little further forward, keeping his head close to the ground so that he could meet her eyes if the chance came. Was he an animal if music could captivate him so? It seemed to him that he was being shown the way to the unknown nourishment he had been yearning for. He was determined to make his way forward to his sister and tug at her skirt to show her she might come into his room with her violin, as no-one appreciated her playing here as much as he would. He never wanted to let her out of his room, not while he lived, anyway; his shocking appearance should, for once, be of some use to him; he wanted to be at every door of his room at once to hiss and spit at the attackers; his sister should not be forced to stay with him, though, but stay of her own free will; she would sit beside him on the couch with her ear bent down to him while he told her how he had always intended to send her to the conservatory, how he would have told everyone about it last Christmas - had Christmas really come and gone already? - if this misfortune hadn't got in the way, and refuse to let anyone dissuade him from it. On hearing all this, his sister would break out in tears of emotion, and Gregor would climb up to her shoulder and kiss her neck, which, since she had been going out to work, she had kept free without any necklace or collar.

a. "Her face was leant to one side, following the lines of music with a careful and melancholy expression."

b. "Was he an animal if music could captivate him so?"

c. "His sister began to play; father and mother paid close attention, one on each side, to the movements of her hands."

d. "He was determined to make his way forward to his sister and tug at her skirt to show her she might come into his room with her violin"

Which passage from the story best shows the author's use of surprise to advance the story? a. i'd have gone up to the boss and told him just what i think, tell him everything i would, let him know just what i feel b. "oh, god", he thought, "what a strenuous career it is that i've chosen! travelling day in and day out." c. and he looked over at the alarm clock, ticking on the chest of drawers. "god in heaven! " he thought. it was half past six and the hands were quietly moving forwards, it was even later than half past, more like quarter to seven. d. one morning, when gregor samsa woke from troubled dreams, he found himself transformed in his bed into a horrible vermin. submit

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

What does this excerpt from act of romeo and juliet reveal about lord montague?