HELP
WILL PICK BRAINLIEST
What is the significance of the phrase “I don’t see” at the beginning of the poem "Escape"?


It shows that the speaker wants to view herself the way others do.

It shows that the speaker refuses to discover who she really is.

It emphasizes how much the speaker struggles to know herself.

It emphasizes how little the speaker understands about others.

The significance of the phrase “I don’t see” at the beginning of the poem "Escape" is it emphasizes how much the speaker struggles to know herself. Thus the correct option is C.

Inference in any literature piece refers to achieving the conclusion of any subject with the support of facts and evidence present in the particular piece of literature.

The poem "Escape" written by Elinor Wylie portrays the scene as being about a postal worker who escapes an uncomfortable employment trap. It describes on the emotion she experiences upon hearing the word "escape."

In the poem, the employee is described as comparing social confinement to being tortured. She cannot rebel against tradition and live a free life any more than a prisoner can leave their cell.

Therefore, option C is appropriate.

Learn more about Inference, here:

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OT

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What is the theme?
I was climbing up a mountain-path
With many things to do,
Important business of my own,
And other people's too,
[5]
When I ran against a Prejudice
That quite cut off the view.
My work was such as could not wait,
My path quite clearly showed,
My strength and time were limited,
[10]
I carried quite a load;
And there that hulking Prejudice
Sat all across the road.
So I spoke to him politely,
For he was huge and high,
[15]
And begged that he would move a bit
And let me travel by.
He smiled, but as for moving! —
He didn't even try.
And then I reasoned quietly
[20]
With that colossal mule:
My time was short — no other path —
The mountain winds were cool.
I argued like a Solomon;
He sat there like a fool.
[25]
Then I flew into a passion,
and I danced and howled and swore.
I pelted and belabored him
Till I was stiff and sore;
He got as mad as I did —
[30]
But he sat there as before.
And then I begged him on my knees;
I might be kneeling still
If so I hoped to move that mass
Of obdurate ill-will —
[35]
As well invite the monument
To vacate Bunker Hill!
So I sat before him helpless,
In an ecstasy of woe —
The mountain mists were rising fast,
[40]
The sun was sinking slow —
When a sudden inspiration came,
As sudden winds do blow.
I took my hat, I took my stick,
My load I settled fair,
[45]
I approached that awful incubus
With an absent-minded air —
And I walked directly through him,
As if he wasn't there!

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a committee meeting in the conference room of an office

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if i was going to express my opinion about this topic it would would mostly about how the US has been treating black people all this years it was not only george floyd who was gun shot they have been mistreating black people and had blamed them for the things they haven't done just because they are black it doesn't mean they are different or they don't deserve to have the humans equality and right the black people should be respected and have all the rights that other people have. my contention would be that keep protesting the safe way because violence is not going to do anything then making worst if we protest with violence and they will make reports saying that they are protesting just because they want to steal and destroy things.

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PLEASE ANSWER ASAP

Read this excerpt from Leah Missbach Day’s foreword to Wheels of Change.

Bicycles have long played a role in my life. As a young woman, I rode one year-round before I had a car. But it was later in adulthood that the bicycle became more than a source of transportation for me. The bicycle actually began to truly shape the way I saw the world.

What is the author’s purpose for including this in the foreword?

to outline the key points that are in Wheels of Change
to offer background information about bicycles
to emphasize a personal appreciation of bicycles
to inform the reader about how bicycles changed women’s lives

WILL GIVE BRAINILIEST



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What does an adjective, such as the word sweet, do in a sentence?
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B. Joins a noun or a phrase to the rest of a sentence
C. Makes a complete sentence
D. Changes or describes a noun

Why does Hitchcock call the art of suspense in his movies “letting the audience play God”? Analyze the meaning of the metaphor as Hitchcock intends it, referring to examples in the text.

Flight 1 When Robert was a little boy, he wanted nothing more than to see a hawk flying across the sky. Or to see an eagle, an osprey, or a falcon! Robert loved to think about large birds with great yellow talons, soaring across the sky and seeing every corner of the earth that people could not see. 2 But Robert lived in the city, where such birds were never seen. He used to fall asleep at night imagining a hawk’s wings forming arcs across a great big blue sky, which he pictured as a wide, open field where no legged animals could run but only winged animals could soar. As he drifted into dreams, the birds in his imagination morphed into dragons and pterodactyls and all manner of ancient or other- worldly flying creatures. Robert would wake in the morning smiling at the thought of this big blue field in his dreams. But he spent each day on the subway and walking along crowded sidewalks and looking up between tall buildings where he could catch only a sliver of blue. 3 As he got older, Robert tried to forget about his dreams and focus all his attention on his studies. At school, he took the hardest classes he could and was in advanced placement math and science before long. He decided that if he could not see hawks and eagles and falcons in their natural habitat, he would learn everything he could about how those animals worked. He loved to think about how lessons from birds had led to the first experiments in human flight and the development of airplanes. 4 Robert devoured books about the inventors of the airplanes and the physics that made air travel successful. His devotion to this topic confused his parents, who saw in him a smart and eager child who could study medicine or the law and have a good career. 5 “Stop daydreaming about birds!” they would say to him. 6 But Robert continued to spend as much time as he could learning about what made flying possible. 7 Sometimes, even as he was older - a college student now, living in a cramped dorm-room with three other boys his age - Robert would drift off to sleep imagining that big open sky filled with hawks and osprey and dragons. He knew it was silly, but he held on to that image. It filled him with hope for something he couldn’t quite name. He would ask himself what he was hoping for. 8 “Do I want to see a hawk or an eagle or a falcon, or do I hope to someday fly like one of them myself?” Robert would say, to no one other than himself. 9 The college Robert attended was also in the city, and he hadn’t found a way to travel outside of it yet. He still could only dream about that big blue field above. 10 One day, just before graduation, Robert got a phone call from someone he didn’t know. When he answered, the voice on the other end made an unusual announcement. 11 “I’m looking for someone to test fly a new airplane I’m developing,” the voice said. “Professor Jackson gave me your name. He said he had never had another student as devoted to the art of flying as Robert Smith. Would you be interested in coming in to learn more about my new plane?” 12 Robert jotted down the address and date of the interview, and hung up the phone smiling. He couldn’t help but close his eyes and picture the big blue field, filled with all manner of flying creatures. Maybe soon he would be among them. 1. Which sentence from the story best illustrates its central conflict? When Robert was a little boy, he wanted nothing more than to see a hawk flying across the sky. Robert would wake up in the morning smiling at the thought of this big blue field in his dreams But he spent each day on the subway and walking along crowded sidewalks and looking up between tall buildings where he could catch only a sliver of blue. He loved to think about how lessons from birds had led to the first experiments in human flight and the development of airplanes.