A Three-Point Turn
Chapter 1
"You know, hardly anyone ever needs to do a three-point turn anymore," said Justin, trying to help Becky calm down.
"Oh, so it's not a useful skill AND I am probably going to fail the driving test because I can't do it anyway," Becky said, raising her voice for emphasis. "That should make me feel like a million bucks when I flunk."
Justin was riding with Becky so she could take her driving test. He had volunteered for the job because he thought she would be less nervous with him than with their mom, but so far, he wasn't sure he was making any difference.
"Slow down, your turn is coming up here," he said, looking ahead.
"I know, I know," she replied, "I've been here before remember—the last time I flunked."
Justin was pretty sure if he had let her miss the turn, things would only have deteriorated further, but he wasn't sure he was fond of being the scapegoat for Becky's anxiety.
"Listen, you need to take a few deep breaths," he said, hoping he could help her at least relax a bit. "Being nervous won't help you with the three-point turn or anything else you have to do. Hey, did you just take that turn without your turn signal on?" This was going to be harder than he thought.
"Stop yelling at me," Becky replied, clearly frustrated, "I can't concentrate."
"Look, you need to stop and get yourself together here," Justin started. "It is not just about passing the driving test. I don't want to get in an accident, so pull into that parking lot."
Becky drove into the office building's parking lot where Justin was pointing. Justin knew they were less than a mile from the licensing office, and if she continued in this condition, he'd be having this same discussion three months from now when she tried the test again for the third time.
"You need to get a grip," he started after she put the car in park, "because you have studied and practiced driving all year. You know this stuff inside and out, backwards and forwards. What are you so nervous about?"
"I don't know, I don't know," Becky wailed, resting her head on the steering wheel. "I just get so tired of failing."
Listening quietly as Becky sobbed, Justin realized this was about much more than a driving test. He also knew if he didn't find a way to help Becky things would just get worse.
Chapter 2
Justin took a deep breath and collected his thoughts. Becky was an unbelievably consistent straight-A student. It was Justin who got the bad grades in school, and Justin who had to repeat every math class he'd ever taken. It was Justin who wished he could get the grades Becky got. Some things came easier for Justin: He was athletic, handy with tools, and good at making the best of whatever life threw at him. Mom called him her "lemons into lemonade" kid. But for the most part, Becky succeeded easily, whereas Justin had to work and work to just get a passing grade.
Rather than having Becky catalogue all the things she supposedly "failed" at, Justin decided to try an alternative approach, one that wouldn't remind him of all the ways he had failed.
"Okay, Becky, let's assume for a moment you fail this test again. What is the worst thing that could happen?" he asked.
"I would be the oldest kid at school without a license and be humiliated," she replied. Justin thought he heard a bit of panic in her voice but continued with his plan.
"Yes, but won't we still have to drive to school together for at least one more year anyway?" he asked.
"Yes, but..." she started.
"And who will know, if you don't tell anyone except your friends, that you don't have your license? You know Mom can't afford another car just for you, right?"
"Yes," she said quietly.
"So what difference does it make, really," he said. "Another three months to wait in the grand scheme of your life doesn't seem like all that long, right?"
"I suppose not," she said.
Justin could tell she was breathing more slowly now. "Besides," he said, "I would miss all the practice driving with you," and for good measure he reached over and pinched her arm.
"Ow," she said, hitting back at him, "that hurt."
"So let's go do this, okay?
"Okay," she said. Becky cranked up the car, backed slowly out of the parking spot and drove up to the parking lot's exit. Justin noticed, as they waited for the traffic to clear, that she had remembered the turn signal.
Which is true of both Chapter 1 and Chapter 2?
Both have multiple major conflicts to develop.
Both include mainly one character's point of view.
Both rely mainly on the narrator to resolve the conflict.
Both rely on internal thoughts to develop both characters.
Task: Create your own connotative, or shades of meaning, activity worksheet.
Directions: Follow the steps below to complete the activity.
Step 1. Write 3 sentences describing a person, place, or thing. Write these sentences with 'positive' describing words.
Step 2. Rewrite these same 3 sentences with 'neutral' describing words.
Step 3. Rewrite these same 3 sentences again, using 'negative' describing words.
Step 4. Describe how the intent of each sentence changes with the difference in denotation and connotation.
Answer: 1. California is such a beautiful place to live. It is sunny and its right next to the ocean, which means its a wonderful balance between warm and a cool breeze. It also has many attractions and theme parks that can make it even more fun to stay in the beautiful state.
2. California is such a nice place to live. It is sunny and right next to the ocean, which means its a nice balance between warm and a cool breeze. It also has many attractions that can make it a little more enjoyable to stay in the bright state.
3. California is such a horrible place to live. It is hot and right next to the ocean, which means its an obnoxious balance between hot and a fishy smell. It also has many attractions and theme parks that can make it even more annoying and expensive to stay in the humid state.
4. In the first sentences, it describes and in a way, coaxes people to look more into the subject. In the negative version, it is dialing down the enthusiasm, and not amping up everything that the state has to offer. In the last one, it is telling you that its not a great place to live because its hot and pricing is expensive.
Explanation: You can change around some things, and this can also act as an example, good luck on your assignment!
Answer:
Explanation:
Destroy dffvvg fffff fffvvv
Htrgg ftyhj
Hahaha
Yyj
true or false: In the story Beowulf, King Hrothgar has already fought Grendel and his mother when Beowulf arrived.
Answer:
ummmmmmmmmmm all I know is didn't he cut grendel arm off? sooo before? probably false I don't know
Answer:
i think that the answer might be maybe False
Which word is used incorrectly in the text
Answer:
i think teaching is that word
Suzanne is an archaeologist working on the uncovered site of an old Viking community what kind of education would Suzanne have needed to work on this site?
an associate degree in math
an apprenticeship with a blacksmith
a masters degree in anthropology
an internship with the local construction firm
Answer:
A master's degree in Anthropology
Explanation:
Suzanne is working on a Old Viking Community. To understand the vikings, Suzanne should have a masters degree in Anthropology. Anthropology is the scientific study of humanity, concerned with human behavior, human biology, cultures and societies, in both the present and past, including past human species. They consider the past, through archaeology, to see how human groups lived hundreds or thousands of years ago and what was important to them. To work in the uncovered site of an old Viking community, she needs a master's degree in Anthropology.
Which topic would be most appropriate for an argumentative essay
I need a last name for a made up story related to snow, ice or winters.
Answer: Ice Queen
Explanation: because it would be a beautiful name
The story is Cupid and Psyche please help!
Written: You will write a four-to six-minute movie pitch for the novel or short story you read in module 5. Be sure to keep in mind all you have learned about what makes a pitch effective. Remember, this is more than just a summary of your novel or short story—you want to get your movie made! Be sure to include the following:
1. Introduction: Your name, the movie title, and the genre it will belong to
2. Three Act Format:
Act 1: Using supporting details from the text, write four to five sentences that describe the exposition and conflict. Include strong adjectives to describe the tone/mood.
Act 2: Using supporting details from the text, write four to five sentences that describe the rising action and climax. Include strong adjectives to describe the tone/mood.
Act 3: Using supporting details from the text, write four to five sentences that describe the falling action and the resolution. Include strong adjectives to describe the tone/mood.
Answer:
that didnt help
Explanation:
Write a silly story about a talking animal. Include dialogue in your story.
Answer:
Winnie the Pooh
Explanation:
look him up, its as good as it gets ;)
Ms. Woods has always liked poetry, and even though she was shy when she was younger, she loved acting out poems with different voices and sounds. When she was in third grade, she would act out the poems in her room in front of the mirror. She promised herself that when she became a teacher, her poetry class would be fun! And it is! Several students have already started performing, or slamming, their original poems in her class.
What is the purpose of using third person omniscient point of view in this exposition?
The author wants to teach students about poetry performances.
The author wants to persuade students to join the poetry slam team.
The author wants to entertain by using slam poetry images.
The author wants to give us information about the protagonist, Ms. Woods.
Question of the day (QOD)
Is it important do to your own research?
(This is going to be long)
[1] I have been studying the French language, with
some consistency, for three years. This field of
study has been, all at once, the hardest and most
rewarding of my life. I would put it above the
study of writing simply because I started writing
as a 6-year-old boy under my mother’s tutelage.1
I
always “felt” I could write. I did not always “feel” I
could effectively study a foreign language.
But here I am, right now, in a Montreal hotel. I
spoke French at the border. I spoke French when
I checked in. I spoke French when I went to get
lunch. I don’t really believe in fluency.2
If there is
such a thing, I don’t have it. I mishear words. I
confuse tenses. I can’t really use the subjunctive. Yet.
Something has happened to me and the something is this — I have gotten better. I don’t know when I
first felt it. I didn’t feel it this summer at Middlebury,3
despite the difference in my entrance and exit
scores. I didn’t feel it when I first arrived in Paris in January. I felt, as I always feel, like I was stumbling
around in the dark. I still feel like that. But I also feel like I am getting better at stumbling.
I am emphasizing how I “feel” because, when studying, it is as important as any objective4
reality.
Hopelessness feeds the fatigue5
that leads the student to quit. It is not the study of language that is
hard, so much as the “feeling” that your present level is who you are and who you will always be. I
remember returning from France at the end of the summer of 2013, and being convinced that I had
some kind of brain injury which prevented me from hearing French vowel sounds. But the real enemy
was not any injury so much as the “feeling” of despair. That is why I ignore all the research about
children and their language advantage. I don’t want to hear it. I just don’t care. As Carolyn Forché
would say — “I’m going to have it.”
[5] To “have it,” I must manage my emotional health. Part of that long-term management — beyond
French — is giving myself an opportunity to get better at difficult things. There is absolutely nothing in
this world like the feeling of sucking at something and then improving at it. Everyone should do it every
ten years or so.
I don’t know what comes after this. I have said this before, and will say it again: Studying French is like
setting in a canoe from California to China. You arrive on the coast of Hawaii and think, “Wow that was
really far.” And then you realize that China is still so very far away. “Feelings” come and go. Likely,
someone will say something — in the next hour or so — which I do not understand and I will feel a little
hopeless again. But right now, I feel high. And one must savor those moments of feeling high, because
they are not the norm. The lows are the norm. The Struggle is the norm. May it ever be thus.
Questions:
What were the character's obstacles? (Problems)
How did the character overcome these obstacles? (Solutions)
What important lesson did the character learn about life as a result? (Theme)
I'LL MARK YOU BRAINLEST BECAUSE I KNOW ITS A LOT SORRY! NO LINKS!
PLZ HELP ASAP!! 30 POINTS IF YOU HELP:D
From this list of roots, choose good descriptions for the plants and animals you are naming.
a water bird with a loud call (Select 3 words.)
solus (alone)
flos (flower)
canto (to sing)
fervo (to glow or burn)
celer (swift)
herba (grass)
aqua (water)
penna (feather)
clarus (loud)
brevis (small)
avis (bird)
magnus (large)
mare (sea)
rotundus (circular)
curso (to run to and fro)
Add a subordinate clause in these sentences to make them complex sentences. Add the type of clause that is in parenthesis.
1. I have met the president of the company, __________.
(adjective)
2. I want _______________.
(noun)
Answer:
1. I have met the president of the company who's been living in that $1,000,000 estate by the ocean.
(adjective)
2. I want what you have.
(noun)
Explanation:
I will give u a brainlyist if u answer this Q correctly
Answer:
no change needed I think so please tell if its correct
Answer:
The 3 one
Explanation:
it is they will lose their cat
HELP PLZ
Which sentence should be revised to eliminate redundant wording??
Answer:
D
Explanation:
A is very concise as is C. B makes sense since it explains itself but D doesnr need to describe how long they traveled
link is not working
:(
I'll give brainliest! What is the meaning of this quote in you're opinion?
“A life spent making mistakes is not only more honorable, but more useful than a life spent doing nothing.” — George Bernhard Shaw.
Answer:
It means making mistakes in life is useful.
Explanation:
Because if we never make mistakes we will never learn from them and it shows we have honour and nobility because we are learning from them and not repeating these and even better if we learn from others' mistakes.
Which of these best describes how to reduce wordiness in this sentence??
I’d choose the last one but it may not be correct.
Read the paragraph. Then answer the question that follows.
Perhaps you wanted pizza for dinner, but were out voted by the rest of the family who wanted chili. This is similar to what happens in a community. One person has to give up a right for the good of the group. Sometimes citizens' duties and rights conflict with each other. A good example is a public protest. People have the right to meet in groups and share ideas. However, a protest can disrupt traffic or other normal activities. A city must provide extra police protection to keep people safe. Therefore, the city has the right to require permission in advance for a protest. Government must make laws to balance the rights of individuals and different groups of people.
Which of the following statements best describes this paragraph?
A. The paragraph contains categories of comparison
B. The paragraph contains a simile
C. The paragraph contains no text connections
D. The paragraph contains an analogy
Answer:
D is the answer
Explanation:
They are using an analogy which is the pizza one.
Hope this helps! :D
Answer:
d is the correct answer
Explanation:
This speech was given prior to the Civil War and nearly 70 years before women in the United States were allowed to vote. What is Sojourner Truth saying about the connection between civil rights for African Americans and the rights of women? Why was she able to stand before a large audience and expound this way without notes or preparation? What issue of today might inspire you to make an unrehearsed speech? Post a detailed response to the Sojourner Truth Discussion prompt. Then respond to two classmates' posts.
I cant link the speech but you will be able to find it online i believe, please help me out im rlly struggling
HELPPPP
Look at the advertisement below. In at least two sentences, describe the explicit and implicit meanings in this advertisement.use proper spelling and grammar
Explanation:
IT TRIES TO SAY THAT ANIMALS ARE KEPT IN BAD CONDITION THEY DON'T HAVE SPACE TO STAY.
indian in the cuopboard
what did mr. johnson tell mrs. hunt in chapter 13
Answer:
"i like men"
Explanation:
mr. johnson had been hiding behind the closet for all his life but today he decided to come out of the closet.
poor mr. johnson, he was raised in a conservative chistian family. he knew if he told his family about his secret he would most definitely get disowned by his family.
i will give you another Brainlyist if u answer this Q correctly
Answer:
The last one. It says loose and it's supposed to be lose.
The setting of a story is the time and ___ where the action unfolds.
someone who’s smart English wise help me out here
Answer:
A pastoral lifestyle is that of shepherds herding livestock around open areas of land according to seasons and the changing availability of water and pasture. It lends its name to a genre of literature, art, and music that depicts such life in an idealized manner, typically for urban audiences.
Explanation:
Answer:
5. The word pastoral is referring to the charm and simplicity of living in a rural area or a poem that paints the lifestyle in an idealist way. the words that show this in the poem are laughter and fair/6. the characters are happy about it/7. I believe that it's referring to the moon./8. the structure of the poem with the quatrains makes the poem feel rapid and excited, the fast pace keeps the excited tone.///////I hope this helps!
sorry for the repost i acciendly put this in the comments first
Which sentence should be revised to eliminate repetition??
Answer:
the first one
Explanation:
because it is meaningless
Answer: C
Explanation:
Each excerpt can be rearranged and placed as it would be in a complete essay. The excerpt given as the third choice is repetitive of the first choice in the fact that it talks about limiting an internet users search results. The first excerpt is seen as coming after the last excerpt and flows quite a lot better than the last and the third. Happy learning! : )
Fahrenheit 451 HELP!
symbol, metaphor, simile, allusion, and foreshadowing.
(Give examples and page numbers!)
Answer: easy peasy
Explanation: G O O G L E is the best answer
question is down below
Answer:
C or third circle down
Explanation:
The definition of perpetuating is 'make (something, typically an undesirable situation or an unfounded belief) continue indefinitely.' so the best answer is C.
Answer: I believe it would be to 'cause to continue or prevail'
Write a story that takes place on another planet. Underline (or all caps) the adjectives you use to describe the setting.
Answer:
It was Alex's first day on planet RX after the emergancy evacuation. It was a quite UNUSAL planet and much different from Earth. Planet RX had a BRIGHT PINK sky that was FILLED with BLUE, FLUFFY clouds with HUGE dog-like animals flying through the air. The air had a SWEET smell to it, every time Alex inhaled it reminded her of candy and cake. The ground was very SMOOTH and it was SOFT like a pillow, it was also a very DARK RED color almost like blood. The weather on planet RX was very HOT and SUNNY; going out without any sunscreen or protection from the sun would usually lead to very PAINFUL burns and rashes all over the body. Alex had lots to learn about planet RX and she had to do it QUICKLY.
Explanation:
PLEASE HELP WILL GIVE BRAINIEST
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
'Forward, the Light Brigade!
Charge for the guns' he said:
Into the valley of Death
Rode the six hundred.
'Forward, the Light Brigade!'
Was there a man dismay'd?
Not tho' the soldiers knew
Some one had blunder'd:
Their's not to make reply,
Their's not to reason why,
Their's but to do and die:
Into the valley of Death
Rode the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley'd and thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.
Flash'd all their sabres bare,
Flash'd as they turned in air
Sabring the gunners there,
Charging an army while
All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack and Russian
Reel'd from the sabre-stroke
Shatter'd and sunder'd.
Then they rode back, but not
Not the six hundred.
Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse and hero fell,
They that had fought so well
Came thro' the jaws of Death,
Back from the mouth of Hell,
All that was left of them,
Left of six hundred.
When can their glory fade?
O the wild charge they made!
All the world wonder'd.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!
Put the poem into your own words.
