Imagine Alice has returned from her journey down the rabbit hole and is retelling the events to her sister. Write a story from Alice's point of view, in which Alice explains what happened to her after she reached the bottom of the rabbit hole. Be sure to use dialog to show how Alice's sister responds to the story. Use details from the audio recording in your response.

What task does this prompt require you to complete?

A. Retell the story from a different point of view.

B. Write an alternate ending to the original story.

C. Continue the story and bring it to an ending.

Answer:

A. Retell the story from a different point of view.

Explanation:

Note, we are told to write the story from Alice's point of view which ultimately refers to a complete change in the way the story was told.

Also, by including dialogue showing how Alice's sister responds to the story, we would in effect be retelling the story from a different point of view.

i hope this helps :)

Refer to the section in the article “From Farms to Factories.” How did working in cotton mills affect the well-being of child workers? Select the two correct answers. A. Their work was boring because they did one repetitive task. B. They lived in houses owned by the mills. C. They did not have time to attend school, so many did not know how to read or write. D. Their lungs would be filled with cotton lint.

Read the paragraph below (from Ray Bradbury's "All Summer in a Day") aloud and with expression. Emphasize different words to change the meaning of the passage. Write one or two sentences discussing how the emphasis changes the meaning of the sentence.
It had been raining for seven years; thousands upon thousands of days compounded and filled from one end to the other with rain, with the drum and gush of water, with the sweet crystal fall of showers and the concussion of storms so heavy there were tidal waves that came over the islands. A thousand forests had been crushed under the rain and grown up a thousand times to be crushed again. And this was the way life was forever on the planet Venus, and this was the schoolroom of the children of the rocket men and women who had come to a raining world to set up civilization and live out their lives.

Four score and seven years ago our fathers brought forth, upon this continent, a new nation, conceived in liberty, and dedicated to the proposition that "all men are created equal."
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived, and so dedicated, can long endure. We are met on a great battle field of that war. We have come to dedicate a portion of it, as a final resting place for those who died here, that the nation might live. This we may, in all propriety do. But, in a larger sense, we can not dedicate—we can not consecrate1—we can not hallow2, this ground—The brave men, living and dead, who struggled here, have hallowed it, far above our poor power to add or detract. The world will little note, nor long remember what we say here; while it can never forget what they did here.
It is rather for us, the living, we here be dedicated to the great task remaining before us —that, from these honored dead we take increased devotion to that cause for which they here, gave the last full measure of devotion—that we here highly resolve these dead shall not have died in vain; that the nation, shall have a new birth of freedom, and that government of the people by the people for the people, shall not perish3 from the earth.

In passage 2, Lincoln speaks about the sacrifices made by the brave soldiers and says that it is the duty of the people to
A.
honor the fallen by putting an end to the war and live in peace with others.
B.
honor the fallen by preserving the land on which the soldiers sacrificed their lives.
C.
honor the fallen by fighting bravely in the war like the soldiers who lost their lives.
D.
honor the fallen by ensuring the survival of a democratic government.

Which structure describes a Shakespearean sonnet?

fourteen lines with ten syllables, but varying rhyme schemes

three rhyming quatrains followed by a rhyming couplet

two seven-line stanzas with a repeated rhyme scheme

seven stanzas of rhyming couplets

Hello once again users of brainly i need help with my home work.
Look at the image below.
Thank you.

Help me on 9 to 13 plss

How is the information in the first passage similar to the information in the second passage?
A.
Both passages explain that herbs are leafy green plants.
B.
Both passages explain the history of spices, and spice trade.
C.
Both passages mention Sanskrit Ramayana and Genesis.
D.
Both passages mention per capita use of spice in the West.

Why do poets use sound effects like rhyme, assonance, consonance, and anaphora in a poem

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Which of the following is an adjectival phrase in the sentence? IMAGE BELOW SHOWN. PLEASE HURRYYYYY.

How has Percy’s, Annabeth’s, and Grover’s knowledge of the quest changed?