Because she was charming, pretty, and smart, John looked forward to meeting Carolyn again after three years. On the other hand, he also felt some trepidation. For, after all, even though the incident had occurred years ago, Carolyn had once accused him of being insensitive. In fact, she had said he was thoughtless. 2. According to the context in this paragraph, the word insensitive means

According to the Seventeenth Amendment, who could elect senators?

:( :(Jennifer turned in her applications. She waited by the phone for a response. A week went by. Jennifer had not heard anything. She began to get worried about finding a job in time to buy Christmas presents for her family. After two more days, Jennifer decided to begin calling the stores she had applied to. The manager of the first store said she had tried to call Jennifer for an interview. The number she had was incorrect. 19 Jennifer turned in her applications. She waited by the phone for a response. Without changing the meaning, what is the best way to change these simple sentences into one compound sentence? A. Jennifer turned in her applications although she waited by the phone for a response. B. Jennifer turned in her applications and waited by the phone for a response. C. Jennifer turned in her applications, she waited by the phone for a response. D. Jennifer turned in her applications, and she waited by the phone for a response.

Take a look at the pair of sentences, and then look at the combined sentence. Identify what was changed to form the new sentence.I visited the zoo. My first stop was the tiger habitat.

When I visited the zoo, my first stop was the tiger habitat.

A.
combined two independent clauses with a comma and coordinating conjunction

B.
changed one sentence to a subordinate clause

C.
combined two independent clauses with a semicolon

D.
changed one sentence to a phrase

In the book "Our Town". George gave Emily a post-card album for her twelfth birthday. TRUE or FALSE.

Which sentence is properly punctuated?Mark went to the store, but he forgot his grocery list.
Mark went to the story but, he forgot his grocery list.
Mark went to the store; but he forgot his grocery list.
Mark went to the store but he forgot his grocery list.

Among other issues, each of the articles in this module considers how we might respond to the ways that social environments and norms constrain us. About a boy finding that school culture does not value his preferred ways of behaving, David Brooks imagines,In Kindergarten, he’d wonder why he just couldn’t be good. By junior high, he’d lose interest in trying and his grades would plummet.
Then he’d rebel. If the official school culture was über-nurturing, he’d be über-crude. If it valued cooperation and sensitivity, he’d devote his mental energies to violent video games and aggressive music.
In his book’s prologue, “Prelude: The Barbershop,” Vershawn Ashanti Young describes his ambivalence about trying (and failing) to fit in as a “homeboy” and discusses the academic and economic success he eventually chose to pursue. Because of his choices, he reflects, “I didn’t have to fight to get out of the ghetto. I was kicked out.”
And finally, Audre Lorde suggests that people may try at all costs to accommodate socially imposed constraints, writing, “What are the tyrannies you swallow day by day and attempt to make your own, until you will sicken and die of them, still in silence?” Lorde, however, also suggests an alternative to either suffering silently to fit in or rebelling—she encourages listeners and readers to speak out and use language and action to change the social conditions of our lives.
After you have considered Lorde’s question above and the alternative she subsequently proposes, write a speech, a letter (to an individual or organization privately or openly—that is, addressed to an individual but public), or a public service announcement that proposes meaningful change in your community related to the issues raised in these readings. Decide on an audience to address—your classmates; parents; younger (or older) students; coaches; administrators; teachers; church, city, or community officials—and compose an argument both describing a particular “tyrann[y]” or challenge and proposing changes that may improve the lives of those who endure it. Like Butler, Tannen, Brooks, Young, and Lorde, you may use your own or others’ personal experiences (including those of the five authors in this module), hypothetical situations, and reflections to make your case.