(LC) From The Adventures of Tom Sawyer by Mark Twain There was a rustling of dresses, and the standing congregation sat down. The boy whose history this book relates did not enjoy the prayer, he only endured it—if he even did that much. He was restive all through it; he kept tally of the details of the prayer, unconsciously—for he was not listening, but he knew the ground of old, and the clergyman’s regular route over it—and when a little trifle of new matter was interlarded, his ear detected it and his whole nature resented it; he considered additions unfair, and scoundrelly. In the midst of the prayer a fly had lit on the back of the pew in front of him and tortured his spirit by calmly rubbing its hands together, embracing its head with its arms, and polishing it so vigorously that it seemed to almost part company with the body, and the slender thread of a neck was exposed to view; scraping its wings with its hind legs and smoothing them to its body as if they had been coat-tails; going through its whole toilet as tranquilly as if it knew it was perfectly safe. As indeed it was; for as sorely as Tom’s hands itched to grab for it they did not dare—he believed his soul would be instantly destroyed if he did such a thing while the prayer was going on. But with the closing sentence his hand began to curve and steal forward; and the instant the “Amen” was out the fly was a prisoner of war. His aunt detected the act and made him let it go. The minister gave out his text and droned along monotonously through an argument that was so prosy that many a head by and by began to nod—and yet it was an argument that dealt in limitless fire and brimstone and thinned the predestined elect down to a company so small as to be hardly worth the saving. Tom counted the pages of the sermon; after church he always knew how many pages there had been, but he seldom knew anything else about the discourse. However, this time he was really interested for a little while. The minister made a grand and moving picture of the assembling together of the world’s hosts at the millennium when the lion and the lamb should lie down together and a little child should lead them. But the pathos, the lesson, the moral of the great spectacle were lost upon the boy; he only thought of the conspicuousness of the principal character before the on-looking nations; his face lit with the thought, and he said to himself that he wished he could be that child, if it was a tame lion. Read these lines from the excerpt again: Tom counted the pages of the sermon; after church he always knew how many pages there had been, but he seldom knew anything else about the discourse. However, this time he was really interested for a little while. The minister made a grand and moving picture of the assembling together of the world’s hosts at the millennium when the lion and the lamb should lie down together and a little child should lead them. Which word from the excerpt helps define discourse? (4 points)

(HC) In seven to ten complete sentences, explain the connection between development of themes in literature and the time period the literature represents as explained in your comparison/contrast writing in Module 4. (10 points)

(HC) In seven to ten complete sentences, explain your reason for selecting the primary resource you chose as support for your comparison/contrast essay in Module 4. (10 points)

(HC) In seven to ten complete sentences, explain the reason for selecting two literary pieces from the same time period to examine a common theme in your comparison/contrast writing in Module 4. (10 points)

(HC) In seven to ten complete sentences, explain the purpose for including support from a primary and secondary resource in comparison/contrast writing. (10 points)

Go to  www.hawkeslearning.com and take your test.  The password you will need to access the test on Hawkes is “349974”. It will open in a new window.  When you finish the test on Hawkes, come back to the Canvas page and answer Question 1. This will stop the test and close Proctorio. 

The Gettysburg Address “Fourscore and seven years ago our fathers brought forth on 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 battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us-that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion-that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth.” From the Providence Journal”We know not where to look for a more admirable speech than the brief one which the President made at the close of Mr. Everett’s oration … Could the most elaborate and splendid be more beautiful, more touching, more inspiring, than those thrilling words of the President? They had in our humble judgment the charm and power of the very highest eloquence.” Write an essay of at least two to three paragraphs analyzing this newspaper remark from the Providence Journal. Use specific quotations from the Gettysburg Address to support or refute the newspaper’s claim. (100 points)

The Gettysburg Address “Fourscore and seven years ago our fathers brought forth on 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 battlefield of that war. We have come to dedicate a portion of that field as a final resting-place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this. But in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this ground. The brave men, living and dead who struggled here have consecrated it far above our poor power to add or detract. The world will little note nor long remember what we say here, but it can never forget what they did here. It is for us the living rather to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us-that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion-that we here highly resolve that these dead shall not have died in vain, that this nation under God shall have a new birth of freedom, and that government of the people, by the people, for the people shall not perish from the earth.” From the Richmond Examiner”Kings are usually made to speak in the magniloquent language supposed to be suited to their elevated position. On the present occasion, Lincoln acted the clown.” Write an essay of at least two to three paragraphs analyzing this newspaper remark from the Richmond Examiner. Use specific quotations from the Gettysburg Address to support or refute the newspaper’s claim. (100 points)

State the name of the property illustrated. (4 ∙ 6) ∙ 1 = 4 ∙ (6 ∙ 1)

Construct a stem and leaf display for given data. The numbers below represent the commute times (in minutes) for a group of college students. 11 16 12 16 13 25 26 35  2  12 23 12 16 34 21  4   7  24 23 34