A Three-Point Turn Chapter 1

"You know, hardly anyone ever needs to do a three-point turn anymore," said Justin, trying to help Becky calm down.

"Oh, so it's not a useful skill AND I am probably going to fail the driving test because I can't do it anyway," Becky said, raising her voice for emphasis. "That should make me feel like a million bucks when I flunk."

Justin was riding with Becky so she could take her driving test. He had volunteered for the job because he thought she would be less nervous with him than with their mom, but so far, he wasn't sure he was making any difference.

"Slow down, your turn is coming up here," he said, looking ahead.

"I know, I know," she replied, "I've been here before remember—the last time I flunked."

Justin was pretty sure if he had let her miss the turn, things would only have deteriorated further, but he wasn't sure he was fond of being the scapegoat for Becky's anxiety.

"Listen, you need to take a few deep breaths," he said, hoping he could help her at least relax a bit. "Being nervous won't help you with the three-point turn or anything else you have to do. Hey, did you just take that turn without your turn signal on?" This was going to be harder than he thought.

"Stop yelling at me," Becky replied, clearly frustrated, "I can't concentrate."

"Look, you need to stop and get yourself together here," Justin started. "It is not just about passing the driving test. I don't want to get in an accident, so pull into that parking lot."

Becky drove into the office building's parking lot where Justin was pointing. Justin knew they were less than a mile from the licensing office, and if she continued in this condition, he'd be having this same discussion three months from now when she tried the test again for the third time.

"You need to get a grip," he started after she put the car in park, "because you have studied and practiced driving all year. You know this stuff inside and out, backwards and forwards. What are you so nervous about?"

"I don't know, I don't know," Becky wailed, resting her head on the steering wheel. "I just get so tired of failing."

Listening quietly as Becky sobbed, Justin realized this was about much more than a driving test. He also knew if he didn't find a way to help Becky things would just get worse.

Chapter 2

Justin took a deep breath and collected his thoughts. Becky was an unbelievably consistent straight-A student. It was Justin who got the bad grades in school, and Justin who had to repeat every math class he'd ever taken. It was Justin who wished he could get the grades Becky got. Some things came easier for Justin: He was athletic, handy with tools, and good at making the best of whatever life threw at him. Mom called him her "lemons into lemonade" kid. But for the most part, Becky succeeded easily, whereas Justin had to work and work to just get a passing grade.

Rather than having Becky catalogue all the things she supposedly "failed" at, Justin decided to try an alternative approach, one that wouldn't remind him of all the ways he had failed.

"Okay, Becky, let's assume for a moment you fail this test again. What is the worst thing that could happen?" he asked.

"I would be the oldest kid at school without a license and be humiliated," she replied. Justin thought he heard a bit of panic in her voice but continued with his plan.

"Yes, but won't we still have to drive to school together for at least one more year anyway?" he asked.

"Yes, but..." she started.

"And who will know, if you don't tell anyone except your friends, that you don't have your license? You know Mom can't afford another car just for you, right?"

"Yes," she said quietly.

"So what difference does it make, really," he said. "Another three months to wait in the grand scheme of your life doesn't seem like all that long, right?"

"I suppose not," she said.

Justin could tell she was breathing more slowly now. "Besides," he said, "I would miss all the practice driving with you," and for good measure he reached over and pinched her arm.

"Ow," she said, hitting back at him, "that hurt."

"So let's go do this, okay?

"Okay," she said. Becky cranked up the car, backed slowly out of the parking spot and drove up to the parking lot's exit. Justin noticed, as they waited for the traffic to clear, that she had remembered the turn signal.

Read the line below from Chapter 1:

"I don't know, I don't know," Becky wailed, resting her head on the steering wheel. "I just get so tired of failing."

In the rest of the story, readers learn that Becky's fears are about things other than failing. Write a short essay explaining how the dialogue develops these fears.

What does the word " yeomanry" mean? ♡

Preparing for a group discussion the first step in participating in a group discussion is to understand the purpose and process of a group discussion. your approach to a group discussion will differ from other assignments, such as writing a research paper. read through the discussion guidelines to understand how you should prepare for a group discussion assignment. your discussion process for this task, you’ll need to work as part of a group of three or four students who can meet together for a face-to-face or virtual discussion. your teacher will identify a process for this task that fits your learning situation. for instance, if you’re working primarily on your own in this course with no on-site classmates (self-paced course), the process will be a little different than if you are learning with at least two other students in the same building and on the same schedule (group-paced course). discussions in those two cases are outlined below. group-paced course the teacher organizes groups or enables students to self-organize. in the discussion session, students take turns presenting their thesis and then discussing each thesis with the group. one student (not the presenter) acts as a discussion facilitator. the discussion will be a round-robin, rotating the presenter and facilitator roles for each thesis. plan to spend at least 15 minutes to present and discuss each thesis. refer to the discussion summary below. you will want to take brief notes during the discussion so that you can easily complete the discussion summary afterwards. self-paced course you will find at least two people to participate in this discussion with you. they could be classmates from other courses, friends, or siblings. they should be roughly your age, if possible, so you can have a thoughtful discussion with peers. you will set a time and place for the discussion and share the discussion guidelines for them to read prior to the discussion. you will be the only presenter for this discussion. you will also play the role of facilitator. you will present your thesis and then discuss it with your group. your invited group members are only required to be active, thinking participants. except for reading through the discussion guidelines ahead of time, they do not have to prepare for the discussion beforehand or do any follow-up afterwards. since you will be presenting and facilitating during the discussion, you may want to ask one of the participants to take brief notes for you on key points that come up during the discussion. these notes will you compose your discussion summary below. since there is only one thesis to discuss, plan to spend at least 30 minutes presenting and discussing your thesis. here is an outline of the whole process for this task: 1. you will formulate a thesis and outline a set of points that support your thesis. this may include some initial research. 2. depending upon your learning situation, you may need to organize the discussion group, place, and time. 3. read the discussion guidelines for how to conduct, facilitate, or participate constructively in a discussion with your peers. 4. the group meets to discuss the theses for your learning situation: the discussions should be fair, democratic, and orderly. each member of the group should have an opportunity to express their views; all members should actively contribute to the discussion. group members should show respect for others' views and make their points politely. the goal of the discussion is to gather opposing viewpoints and additional perspectives that would support or oppose your thesis. each participant should come to the discussion prepared to the presenter deepen the understanding of the topic. 5. after you've discussed your thesis, you will complete the discussion summary section below and submit it to your teacher. leading a discussion be sure that all the participants have read the discussion guidelines before beginning your discussion. with three or four peers, start the discussion by presenting your thoughts and findings from your research. present a question to the group to begin the discussion. allow your group to ask you follow-up questions. using an audio recording tool, record the questions your team asks as well as your response to these questions. finally, consider how the discussion changed or influenced your initial research and thoughts about the discussion questions. you will submit your responses to the questions asked in the discussion summary. use your notes from your research and your discussion to you complete the summary. discussion summary part a using an audio recording tool, record the names of the discussion participants below. if you organized the discussion, using an audio recording tool, record how you know each person and summarize how you chose and invited the participants and how you organized the time and place for the discussion.

Paragraph 1- introduction- when- wheremy favourite place is the beach. i go tothe beachthe beach islocated inthe beach isparagraph 2sightas soon as i arrive at the beach, i cansee -(noun) it is(adjectives). i can also see(noun) which isandparagraph 3- weatherparagraph 4- sight- peoplethe weather is(adjective). the sun isthere arein the sky. thetrees arei can see(people).they are(activities).(children).there are alsothey& (activitiesarefeelings).at the beach i love to hear the soundsthey make me feel(feelings).i enjoy the smell ofthehate the smellmakes me hungry.areparagraph 5soundsparagraph 6smellaroma of