(if your willing to read all this)
the human brain is divided into two hemispheres; left and right. each hemisphere has specialized capabilities and each processes different types of information. the left hemisphere operates in a rational, analytical manner. it processes verbal information. it is the seat of language and logical thinking. (a) it organizes and categorizes information. the right hemisphere operates in an intuitive, holistic manner. it processes visual and spatial information. it is the seat of creativity and imagination. it combines separate elements to form coherent wholes. (b) note taking, lecturing, reading, and analytical thought are left-brain skills. recognizing patterns, configurations, shapes, and forms; intuitive thought; and visualization are right-brain skills. (c) students spend most of their time developing left-brain (verbal) skills. (d) those students who are also thinking pictorially, focusing on the whole instead of on separate parts, and trusting intuition, are taking advantage of both of the ways in which the brain makes learning possible.

when a paragraph contains two main ideas, it should be divided into two paragraphs. choose the letter at the point where the passage should be divided.
a) a
b) b
c) c
d) d

Read the excerpt from act ii, scene v of romeo and juliet. friar laurence: these violent delights have violent ends, and in their triumph die, like fire and powder, which, as they kiss consume: the sweetest honey is loathsome in his own deliciousness and in the taste confounds the appetite: 15 therefore love moderately; long love doth so; too swift arrives as tardy as too slow. friar laurence is motivated to offer this warning because he knows that something bad will certainly happen to the lovers. feels that romeo is acting foolishly and should not get married. enjoys giving advice because he is wise and can others. wants to caution romeo about the consequences of his actions.

Read the excerpt from the land. in the late afternoon i did the same, but all the time i was on the stallion, i was aware that mitchell was watching me. he had appeared on the edge of the woods and had just stood there watching ghost wind and me as we went round and round the meadow. finally, on one of our turns past him, he said: "s'pose you thinkin' you a real somebody 'cause you can ride that stallion." i looked down at mitchell and stopped, knowing that despite our understanding, he was itching for a fight with me. now, i don't know what possessed me in that moment to say the next thing i did. maybe i was feeling guilty that because i was my daddy's son, i could ride ghost wind. maybe it was that, but it wasn't out of fear i said what i said. i no longer was afraid of mitchell. "you want to ride him? " i asked. mitchell took a step backward. it was obvious he hadn't expected me to say that. "you know i can't ride him," he said. "your white daddy'd kill me." "you want to ride him? " i asked again. mitchell looked at the stallion, then at me. "so, what if i do? " what intrinsic motivation does the author most likely intend the reader to infer from the passage? paul is motivated by his need to have mitchell praise his riding skills. mitchell is motivated by his need to have paul praise his riding skills. paul is motivated by jealousy and wishes he had free time like mitchell. mitchell is motivated by jealousy and wishes he could ride the horse.

In this excerpt , mr.stonecrop is compared to a mountain. how does this description relates to mr.stoncrops roll in the main conflict of the story