Which three lines in this excerpt from Anita Desai's "Games at Twilight clearly show an omniscient narrator? They faced the afternoon. It was too hot. Too bright. The white walls of the veranda glared stridently in the sun. The bougainvillea hung about it,
purple and magenta, in livid balloons. The garden outside was like a tray made of beaten brass, flattened out on the red gravel and the stony
soil in all shades of metal-aluminum, tin, copper, and brass. No life stirred at this arid time of day-the birds still drooped, like dead fruit, in the
papery tents of the trees; some squirrels lay limp on the wet earth under the garden tap. The outdoor dog lay stretched as if dead on the
veranda mat, his paws and ears and tail all reaching out like dying travelers in search of water. He rolled his eyes at the children-two white
marbles rolling in the purple sockets, begging for sympathy-and attempted to lift his tail in a wag but could not. It only twitched and lay still.
Then, perhaps roused by the shrieks of the children, a band of parrots suddenly fell out of the eucalyptus tree, tumbled frantically in the still,
sizzling air, then sorted themselves out into battle formation and streaked away across the white sky.
The children, too, felt released. They too began tumbling shoving, pushing against each other, frantic to start. Start what? Start their business.
The business of the children's day which is--play.

new york state wildlife expert richard thomas found that a woodchuck could   chuck around 35 feet of dirt in the course of digging a burrow. thomas reasoned that if a woodchuck could chuck wood, he would chuck an amount equivalent to the weight of the dirt, or 700 pounds.

below i present a summary with the most relevant aspects of chapter 2, which were taken from karangan bahasa inggeris (english essays) spm: argumentative essays.

tuna wira

credit to mohana ram murugiah.

i hope to be of

teacher smiles at the students who wait for his signal to sit down. he nods briefly and the students sit down and get ready for the lesson to start. there is an air of quiet expectancy when teacher refers to the unusual things found underneath their houses that morning. whispers of bags of rice ran among the students and a student muttered reluctantly that the rice is rent for the landlord. this starts off the discussion on the issue of paying rent for the use of the landowner’s land. da wan raises the question of why the landlord owns the land rather than the farmer although they have spent a lot of time farming it. the three reasons of labour, need and inheritance are listed as reasons for the landlord’s ownership of the land. they are discussed and dismissed as inadequate reasons. they suggested a system of collective farming to the farmers. the headmaster comes down the corridor to observe the lesson. teacher very quickly changed the lesson to a geography wesson. the students followed his cue and no one gave the slightest notice < of the headmaster ‘s presence. when the headmaster leaves, teacher explains the implications of winning the scholarship. it involves bearing respontsibilities and the scholarship holder should master what is useful and return to the village. he should understand the injustices in the present system and change it to a fairer system. then, he announces the wiimnuir of the scholarship to be dawan.

there are number of topics. you can pick any one of these topics:

adding more details about the struggle rainsford experiences as he swims to the shore