the arguments are not considered universally true, therefore these elements are key. They show how an assertion can be strengthened through its limitations.
The statement "The inhabitants of the United States have...properly speaking, no literature." is inaccurate. Literature may work through grammar syntax and semantics but there is no existing standards that would make a piece of work qualify as literature. There is only different levels and complexity but no absolute requirement.
Answer:
The style of this declaration is rhetorical – that is, it sets up a series of questions which it then proceeds to answer through logical arguments. Behind these answers lie counter-arguments that do not show in the text, but which any reader of the day would have recognized.
Explanation:
Answer:
Because he wanted to indicate that the soldiers were whispering.
Explanation:
In comic book stories the shape of the balloons represents specific characteristics of the characters' tone of voice. Balloons that represent common voice tones are drawn with a simple and normal line, however, balloons formed by a cut line mean that the character is speaking so softly that he is whispering.
These elements in the stories are important because comics do not have a narrator to indicate the tone of voice that the characters are using.
Answer:
Explanation:
At higher levels you may be asked to consider the writer’s opinion or to give your opinion about a text.
Does the type of text help you understand the writer’s aim? e.g. a story is to entertain, a leaflet is to advertise and a report is to inform.
Look for language in the text that indicates the writer’s intention. e.g. ‘We should use ...’, ‘Experts warn us that ...’ to advise.
Look for language in the text that indicates the writer’s opinion. e.g. ‘In my view ...’, ‘I refuse to believe that ...’, etc.
To give your opinion use language such as ‘In my view ...’, ‘I believe ...’, etc.
Do you agree or disagree with things in the text? Explain why with your own words. ‘I agree that ... because ...’.
