In at least one hundred words, explain how the structure of elizabeth bishop’s “sestina” to convey meaning in the poem. provide specific evidence from the text to support your response.

Match these items. 1. academic language letter or letters added to the end of a word that changes the part of speech and meaning of the root word 2. social language language spoken with peers in social settings 3. suffix language spoken in academic settings 4. root word letter or letters added to the beginning or end of a word, root, or stem, or the middle of a word, to modify its meaning 5. prefix initial word before adding a suffix and/or prefix 6. affix letter or letters added to the beginning of a word that changes the meaning of the word

0) "you're not here to read books, you're here to learn! " the childwrangler's voice screeched as we kept our picks moving rhythmically against the school walls. we had all heard about a time, back in the dark ages, when children read books at school. they say school was even a building above ground. but that was obviously dangerous. how could society thrive if the children sat around reading all day? when would they have time to learn about veins of coal, support structures, processing fuel, and all that stuff? school was important. which two central ideas in this story are most closely related?

Sometimes spelling reform works in reverse, making spelling less phonetic. the words doubt and debt were borrowed from french as douse and det (or dette), but a new awareness of their latin origins led scholars to insert a b in each to reflect their etymologies. look up both words in your dictionary. what is the proper latin root of debt dab debita dette