Select the piece of evidence from "Antigone" that supports the answer to part A. Say in few words, not lengthening out thy speech,

ODidst thou not know the edicts which forbade

The things thou ownest?

Yes, for it was not Zeus who gave them forth

Nor Justice, dwelling with the Gods below,

Who traced these laws for all the sons of men;

Nor did I deem thy edicts strong enough,

Coming from mortal man, to set at naught

The unwritten laws of God that know not change.

The maiden's stubborn will., of stubborn sire

The offspring shows itself.

Know, then, minds too stiff

Most often stumble, and the rigid steel

Baked in the furnace, made exceeding hard,

Thou seest most often split and broken lie:

Which summary of a story about a ship crashing into an iceberg is the most subjective

Explain the effect of the juxtaposition of the following lines that serve as a beginniing to the new section that begins on page nine: anguish. german soldiers-with their steel helmets and their deaths-head emblem. still, our first impressions of the germans were rather reassuring.

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?