Prompt Write a paragraph that evaluates the effectiveness of Mortimer's style in The Time Traveler's Guide to Elizabethan England.

The Time Traveler's Guide to Elizabethan England, Part 1

The Time Traveler's Guide to Elizabethan England, Part 2

The Time Traveler's Guide to Elizabethan England, Part 3
Discuss the difference between fixed expenses and variable expenses as they relate to a budget.

Read the sample student claim and the reasons listed for making this claim. claim: although many people argue that medical testing on animals is a violation of animal rights, the benefits it yields for society far outweigh any argument that can be made. reason #1: animal research has yielded both pain-relieving and life-saving drugs for humans. reason #2: laws prohibit scientists from using animal-based research in cases where non-animal testing would produce equally clear and valid results.

Which quotation from the passage best supports the themethat humans have a natural desire to learn about theworld? "they were men. i remember the dead man's face.""at least, we make a beginning."and the magic tools are broken—but we can look atthem and wonder."but they were men who built the city, not gods ordemons.

Follow the directions (and example) given to create your own sonnet. william shakespeare's sonnet 130 my mistress' eyes are nothing like the sun, coral is far more red, than her lips red, if snow be white, why then her breasts are dun: if hairs be wires, black wires grow on her head: i have seen roses damasked, red and white, but no such roses see i in her cheeks, and in some perfumes is there more delight, than in the breath that from my mistress reeks. i love to hear her speak, yet well i know, that music hath a far more pleasing sound: i grant i never saw a goddess go, my mistress when she walks treads on the ground. and yet by heaven i think my love as rare, as any she belied with false compare. instructions: write fourteen lines of iambic pentameter. use a sonnet rhyme scheme. use the first eight lines to set up your idea (the octave). use the last six lines to conclude your idea (sestet). (variety may be added by including a substitute foot from time to time such as the two anapests in line 3 above.) work in small groups giving each other feedback. reading the sonnet aloud allows you to hear the words and rhythms of the lines. generate questions that will clarify the use of words and forms. for example: was the idea of the sonnet presented in the first eight lines? how was sound used to enhance the meaning of the sonnet?