1. in a scene of at least two pages or a narrative of at least one page, depict or describe what happens to rosencrantz and guildenstern between the time they walk off stage in tom stoppard’s rosencrantz and guildenstern are dead and the time of their deaths at the hands of the english king. what do the characters do? what do they say? what events lead to their demise? how do they feel along the way? remember to follow the rules presented in the project overview and to look at the ideas suggested there to you if you get stuck.
2. citing specific details and quotations from both tom stoppard’s rosencrantz and guildenstern are dead and william shakespeare’s hamlet, explain your reasons for depicting or describing the events leading up to the deaths of rosencrantz and guildenstern as you did. justify the choices you made and the direction in which you decided to take the story in your scene or narrative.

Read the excerpt from a history of the world in 100 objects. power is usually not willingly given, but forcefully taken; and in both europe and america the nineteenth century was punctuated by political protest, with periodic revolutions on the continent, the civil war in america and, in britain, a steady struggle to widen the suffrage. what would be a benefit of reading this text rather than listening to an audio version of it? the reader could analyze the text features in the excerpt. the reader could visualize the description given. the reader could set his or her own pace and reread parts for clarity. the reader could hear the sounds of the political protest.

The words screaming and rushed in the passage suggest which tone in the story the metamorphosis a.) tense b.) positive c.) fun d.) formal

Read the excerpt from "mother tongue." those tests were constructed around items like fill-in-the-blank sentence completion, such as “even though tom was mary thought he was ” and the correct answer always seemed to be the most bland combinations of thoughts, for example, “even though tom was foolish, mary thought he was ridiculous.” well, according to my mother, there were very few limitations as to what tom could have been and what mary might have thought of him. so i never did well on tests like that. how does tan build a central idea of her story in the excerpt? tan discusses the types of questions on achievement tests to support the idea that the tests limit students’ ability to write well. tan explains a question on a language achievement test to support the idea that the tests should include more interesting content. tan gives an example of her experience with achievement tests to support the idea that they are not always accurate measures of language ability. tan considers how her mother might answer a question on a test to support the idea that nonstandard english limits a person’s ability to communicate.