Which of the number is main idea? plz . (1) stories of the mythical camelot, the location in england of king arthur’s court, depict a world of dashing knights in shining armor and beautiful damsels in distress. (2) in actuality, the real world of that time probably consisted of smelly men in rusty tin suits and damsels in a certain kind of distress—the distress of being constantly pregnant and of having no rights in a male-dominated society. (3) those same stories often glorified the brave men who fought to the death for king and country. (4) however, most battle fatalities of the time resulted from medieval medicine. (5) letting the “bad blood” out of a sick person was a common medical practice, and cleanliness was not. (6) other stories of the fabled camelot housed royalty in glittering palaces, clothed them in silks, and covered them in mystery and awe. (7) but what is awesome about living in a cold, stone, rat-infested fortress with poor ventilation? (8) as for silks, war-indebted kings could rarely afford such foreign commodities. (9) wool from home usually did the trick. (10) and there’s certainly nothing silky about the discomfort caused by coarse woolen undergarments. (11) it is obvious that the camelot myth ignores the harsh realities of life in the middle ages in favor of a fantastic, unrealistic view of history.

How do the differing structures of the texts: the diary of anne frank and anne frank: the diary of a young girl, contribute to the meaning and style?

Which sentence is punctuated correctly? a. one question you should always ask yourself: “am i with the results? ” b. always ask yourself this question: “ am i with the results? ” c. one question you should always ask yourself is : “am i with the results? ” d. always ask yourself a question like: “am i with the results? ”

Write 2. using what you have learned about evidence, explanation, quotations, and paraphrase, write your body paragraphs in the space below. muir and wordsworth you will need to include at least one of each of the following: a direct quotation introduced with a complete sentence and a colon a direct quotation introduced with a signaling phrase and a comma a direct quotation that is introduced and explained in one sentence a paraphrased example an embedded quotation locate 3. within the body paragraphs of your essay, locate a direct quotation that is introduced with a complete sentence and a colon. copy and paste it here. be sure to include the entire sentence that contains the quotation as well as the explanation sentence(s) that come after it. 4. within the body paragraphs of your essay, locate a direct quotation that is introduced with a signaling phrase and a comma. copy and paste it here. be sure to include the entire sentence that contains the quotation as well as the explanation sentence(s) that come after it. 5. within the body paragraphs of your essay, locate a direct quotation that is introduced and explained in one sentence. copy and paste it here. 6. within the body paragraphs of your essay, locate one paraphrased example and copy and paste it here. 7. within the body paragraphs of your essay, locate one embedded quotation and copy and paste it here. 8. using techniques learned in this lesson, write the conclusion to your essay in the space below. 9. how did you connect your introduction and your conclusion? (did you use a similar technique, repetition of a significant word or phrase, explain. 10. copy and paste the words or sentence that signals closure of your essay. 11. copy and paste the sentences that synthesize your ideas. remember, synthesis combines the main ideas of your essay and comments on the significance of those ideas. 12. copy and paste the sentences that answer the question from the prompt: what conclusion or implications can you draw? (it is ok if you have these sentences as a part of your synthesis or challenge to your audience. include them here as well. it is also ok if these sentences are separate from those two elements.) 13. copy and paste the sentences from your conclusion that challenge your audience to think, feel, or do something.