Briefly state the argument in the point text, "There is Value in Teaching History Through Fiction and the evidence used to support the position Then do the same for the Counterpoint argument in "There is Danger in Fictionalizing History." Is the evidence equally relevant and sufficient in
both selections? Choose one example of a well-supported claim in each selection. What makes the support effective? Then choose one example
of a claim in each selection that is less well supported. Why is the support insufficient?

Why is reasoning relivant to reading and evaluate text?

Match each excerpt to the correct stanza structure. 1. it was many and many a year ago, in a kingdom by the sea, that a maiden there lived whom you may know by the name of annabel lee; and this maiden she lived with no other thought than to love and be loved by me. (from "annabel lee" by edgar allan poe) 2. o thou, new-year, delaying long, delayest the sorrow in my blood, that longs to burst a frozen bud and flood a fresher throat with song. (from "in memoriam" by alfred lord tennyson) 3. nature’s first green is gold, her hardest hue to hold. her early leaf’s a flower but only so an hour. then leaf subsides to leaf. so eden sank to grief,; so dawn goes down to day. nothing gold can stay. (from "nothing gold can stay" by robert frost) 4. at sestos hero dwelt; hero the fair, whom young apollo courted for her hair, and offered as a dower his burning throne, where she should sit for men to gaze upon. the outside of her garments were of lawn, the lining purple silk, with gilt stars drawn; (from "hero and leander" by christopher marlowe) quatrain couplet octave sestet

Phrases such as funny or nice mashed potatoes and count dracula are meant tofrom the article called make your soul grow by kurt vonnegut