Read the following paragraph. many high school students are becoming increasingly concerned about the effects of toxic pollution in the environment. i know this because my students tell me that environmental destruction is one of their greatest fears for the future. a recent straw poll taken among my science classes revealed that over 90% of students were making efforts to use fewer resources and be less wasteful with those they did use. after all, they argue, people are living longer these days. even if they couldn't be bothered to care about future generations, they themselves will be the ones living with the destruction not too far into the future.   dr. isaac smith which of the following cites evidence from the paragraph effectively?     a. smith writes that his students are more concerned than ever with environmental damage. arguing that people live longer these days, his students claim that one motivating factor is that "they couldn't be bothered to care about future generations."    b. smith writes that his students are more concerned than ever with environmental damage. arguing that people live longer these days, his students claim that one motivating factor is that "they themselves will be the ones living with the destruction not too far into the future."     c. smith writes that his students are more concerned than ever with environmental damage. "a recent straw poll taken among my science classes revealed that over 90% of students were making efforts to use fewer resources and be less wasteful with those they did use. after all, they argue, people are living longer these days. even if they couldn't be bothered to care about future generations, they themselves will be the ones living with the destruction not too far into the future."    d. smith writes that his students are "more concerned than ever" with environmental damage. "arguing that people live longer these days, his students claim that one motivating factor is that they themselves will be the ones living with the destruction not too far into the future."

Brutus: but as he was ambitious, i slew him. . who is here so base that would be a bondman? if any, speak, for him have i offended. who is here so rude that would not be a roman? if any, speak, for him have i offended. who is here so vile that will not love his country? if any, speak, for him have i offended. i pause for a reply. which rhetorical device does brutus use in this excerpt?

Passage: mrs. smith’s sixth-grade class filed onto the grassy field behind the middle school after lunch. as she exited the building, chelsea looked around for her closest friend, brittany. she spotted her by the swings, talking to their classmate brian. 2 “brian thinks he’s the fastest person in mrs. smith’s class,” brittany told her when she had joined them. it was obvious that brittany didn’t agree with brian. 3 “i guarantee i can beat anyone in this class to a race,” brian said, tugging on the scarlet baseball cap that he wore each and every day. “in fact, i bet i can run faster than the seventh, eighth, and even ninth graders, too! ” 4chelsea rolled her eyes, but wasn’t astonished by his declaration. brian was typically overconfident; he was always challenging other students and expecting to win. according to brian, he was so talented that he could hit more home runs than children on the baseball team and even could repeatedly make more baskets than the boys and girls on the basketball team. 5 “who dares to challenge me? ” brian shouted, directing his question to every student on the playground. the students looked around, but no one volunteered. 6 “i’ll race you,” chelsea said, breaking the awkward silence. she knew she wasn’t the fastest person on the playground, but if she possessed the determination necessary to win, perhaps she could complete the race first. 7 “first person around the field wins,” said brian, stretching his legs and jumping up and down to ready himself for the race. 8they approached the starting line, and brittany counted to three. 9 “see you at the finish line! ” brian exclaimed and left chelsea in the dust. 10brian soon disappeared around the first turn. chelsea took a deep breath and continued to run at a quick pace. the sun was warm and she soon grew tired, but she didn’t stop. ahead, brian approached the finish line and as he began to celebrate, she watched him trip over a small mound of dirt and fall to the ground. 11as chelsea reached the finish line, she noticed that brian was still seated on the ground, rubbing his injured knee. instead of running past him and winning the race, chelsea stooped down to him stand. he leaned on her shoulder, and they completed the race together. 12 “you could've won,” brian said as their friends came out to congratulate them. 13chelsea smiled. “friends are more important than winning,” she said. 14brian smiled at her. “my thoughts exactly,” he said question: which action in the story advance the plot the most? a) when chelsea accepts brian's challenge to race him b) when chelsea rolled her eyes at irritation at brian's pride c) when chelsea reached the finish line and brian finish the race d) when brittany told chelsea that brian thinks he's the fastest in the class

What effect do the stanzas have on the meaning of this poem? a) each stanza asks the same question in different words. b) the stanzas do not work together to create meaning in the poem. c) each stanza presents a different aspect of the creation of the tiger. d) each stanza presents questions that are answered in the last stanza.