From "school's out for summer, " anna quindlen
it's the beginning of summer in america's cement cities, in the deep hidden valleys of the country and the loop-de-loop
sidewalkless streets of the suburbs. for many adults who are really closet kids, this means that their blood hums with a hint
of freedom, the old beloved promise of long aimless days of dirt and sweat and sunshine, t-shirts stained with kool-aid and
flip-flops gray with street grit or backyard dust.
and some kids don't get enough to eat, no matter what people want to tell themselves.

how do these excerpts use rhetorical appeals to advance their purposes?

a. the un uses logos to convince its readers that children's rights matter, while quindlen uses ethos to show readers that
hunger exists

b. the un uses ethos to affirm that they are experts on the needs of children, while quindlen's piece uses logos to show
the contrast between idea and reality

c. the un document uses ethos to show it has the authority to declare the rights of children, while quindlen uses pathos
to show her readers she understands them.

d. the un uses logos to explain why children need special protections, while quindlen uses pathos to introduce the idea
that children go hungry in the summer.

Read the passage from animal farm. "that was part of the arrangement! " cried squealer. "jones's shot only grazed him. i could show you this in his own writing, if you were able to read it. the plot was for snowball, at the critical moment, to give the signal for flight and leave the field to the enemy. and he very nearly succeeded—i will even say, comrades, he would have succeeded if it had not been for our heroic leader, comrade napoleon. do you not remember how, just at the moment when jones and his men had got inside the yard, snowball suddenly turned and fled, and many animals followed him? and do you not remember, too, that it was just at that moment, when panic was spreading and all seemed lost, that comrade napoleon sprang forward with a cry of 'death to humanity! ' and sank his teeth in jones's leg? surely you remember that, comrades? " exclaimed squealer, frisking from side to side. now when squealer described the scene so graphically, it seemed to the animals that they did remember it. at any rate, they remembered that at the critical moment of the battle snowball had turned to flee. but boxer was still a little uneasy. how does the characterization of squealer support the author’s purpose? squealer's dramatic accusations draw parallels between him and stalin’s propagandists. squealer's uncertainty shows that he is not a reliable ally of napoleon and is ineffective with messaging. squealer's ability to get the animals to listen to him shows that any animal can rise to be a leader in time. squealer's humble interactions with the animals reflect the importance of equality and cooperation.

How did the language of the gettysburg address differ from the language in the secondary source about this speech?

What does the narrator do in this passage to increase suspense and encourage the reader to continue reading