Read the excerpt from "Politics and the English Language" by George Orwell.
But if thought corrupts language, language can also
corrupt thought. A bad usage can spread by tradition
and imitation, even among people who should and do
know better. The debased language that I have been
discussing is in some ways very convenient. ... By this
morning's post I have received a pamphlet dealing with
conditions in Germany. The author tells me that he "felt
impelled" to write it. I open it at random, and here is
almost the first sentence that I see: "[The Allies) have
an opportunity not only of achieving a radical
transformation of Germany's social and political
structure in such a way as to avoid a nationalistic
reaction in Germany itself, but at the same time of
laying the foundations of a cooperative and unified
Europe." You see, he "feels impelled" to write-feels,
presumably, that he has something new to say-and
How does Orwell use evidence to support the
underlined claim?
He gives statistics to show that bad language is
spreading.
He quotes a pamphlet that uses unoriginal
language.
O He provides a hypothetical situation in which a writer
uses poor language.
O He lists facts that prove lazy language has
increased

How does moon shadow beliefs about dragons him to understand what is happening

Which of the following are characteristics of free verse in “the child is not dead”? select all that apply. -sounds like spoken speech -use of punctuation at the end of each line -no regular rhyme scheme -use of rhymed words at the end of each line (edit) the answer is a & c

Activity construct an argument about a topic, theme, or idea that you read about in william shakespeare's romeo and juliet, act ii or act iii. make sure you create a central claim for your argument that is debatable. provide textual evidence from the play to support your argument. here are some ideas for your essay. notice how each topic is focused and specific. you may write about one of these topics or choose your own focused and specific topic: discuss juliet's level of maturity and compare it to romeo's. compare how the two characters react to the events after their marriage, when romeo is banished from verona. discuss the balcony scene. does the knowledge of romeo and juliet's final fate influence the meaning of the balcony scene or the audience's interpretation of it? discuss the characters of tybalt and romeo as they relate to the theme of family and the theme of love. explain how the character of tybalt develops the theme of family and how the character of romeo develops the theme of romantic love. discuss the character of friar laurence. what motivates him to romeo and juliet to defy their parents? part a choose a topic based on what you read in act ii or act iii of romeo and juliet. then write a thesis statement. part b identify two or three short excerpts from the play as textual evidence to support your thesis statement. part c write a 300-word essay arguing the thesis of your analysis. (i mainly need on part b and c)