I smiled and shook my head. “I can quite understand your thinking so,” I said. “Of course, in your position of unofficial adviser and helper to everybody who is absolutely puzzled, throughout three continents, you are brought in contact with all that is strange and bizarre. But here”—I picked up the morning paper from the ground—“let us put it to a practical test. Here is the first heading upon which I come. „A husband‟s cruelty to his wife.‟ There is half a column of print, but I know without reading it that it is all perfectly familiar to me. There is, of course, the other woman, the drink, the push, the blow, the bruise, the sympathetic sister or landlady. The crudest of writers could invent nothing more crude.”Which phrase from the excerpt suggests that Holmes is arrogant? F. I know without reading it that it is all perfectly familiar to me.

G. In your position of unofficial adviser and helper to everybody who is absolutely puzzled.

H. acknowledge that I have scored over you in your example.

J. I was engaged in clearing up some small points in connection with it

What can be inferred about the cyclops in this excerpt from homer’s odyssey?

Activity construct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument. here are some ideas for your essay. notice how each topic is focused and specific. you may write about one of these topics or choose your own focused and specific topic: discuss juliet's level of maturity and compare it to romeo's. compare how the two characters react to the events after their marriage, when romeo is banished from verona. discuss the balcony scene. does the knowledge of romeo and juliet's final fate influence the meaning of the balcony scene or the audience's interpretation of it? discuss the characters of tybalt and romeo as they relate to the theme of family and the theme of love. explain how the character of tybalt develops the theme of family and how the character of romeo develops the theme of romantic love. discuss the character of friar laurence. what motivates him to romeo and juliet to defy their parents? part a choose a topic based on what you read in act ii or act iii of romeo and juliet. then write a thesis statement. part b identify two or three short excerpts from the play as textual evidence to support your thesis statement. part c write a 300-word essay arguing the thesis of your analysis. (i mainly need on part b and c)

Consider the text and its central idea. informational text: one privilege that many teens look forward to is the ability to earn a driver’s license. driver’s licensing requirements are not the same in every state. in some states, young people can be fully licensed before their sixteenth birthday. in other states, the privilege to drive has some restrictions until the driver is eighteen years old. in every state, driver education is a required step in earning a license. students might earn a permit, or provisional license, and spend six months to a year driving with an adult in the car. since states are very different based on population, development, and roadways, the laws are different, too. central idea: states makes different laws about licensing drivers with some similar requirements. what supporting detail is most important to include in a summary of this text? teens get excited about learning to drive. in some states, kids can get their license on their birthday. some states are heavily populated, with dangerous roads to navigate. every state includes driver education as part of licensing requirements.