What role does paragraph 4 have in the development of ideas in the text? A. It stresses the fact that African Americans have been denied the civil rights that the country owes them. It compares African Americans' civil rights to money to demonstrate how important they are to them. B. It explains why African Americans need to fight for their rights. C. It tells what actions African Americans should take to achieve their goals. D. All of the above.
According to scholar Michael Patrick McCarty, this paragraph "stresses the fact that African Americans have been denied the civil rights that the country owes them." It also mentions some problems that African Americans may encounter while trying to obtain these rights. The last sentence in this paragraph expresses Dr. King's hope that African Americans will fight for their rights in the future.
Paragraph 4 contributes to the development of ideas in the text because it discusses some issues related to African American's struggle for equality. This paragraph explains why African Americans need to fight for their rights and it gives them suggestions on how to do so. Also, it describes what actions African Americans should take to achieve their goals.
Dr. Martin Luther King, Jr. was an American Baptist minister who played an important role in the Civil Rights Movement. He delivered his famous "I Have a Dream" speech on August 28, 1963 at the Lincoln Memorial in Washington, DC.
How does paragraph 1 help to develop the concepts in the article/passage? A. It attracts the reader's attention by making the text's topic seem connected to the reader's experience. It establishes the objective of the following paragraphs: to advise writers on the elements of a perfect tragedy. B. It gives some information about Shakespeare that isn't found in any other source: his birth name was William Shake-speare, he was born in Stratford-upon-Avon, and he died in London, age 50. C. It tells what kind of play he wrote: a tragic one.
Paragraph 1 helps to develop the concepts in the article/passage because it informs the reader about the object of the following paragraphs and also tells something about Shakespeare himself. He was born in Stratford-upon-Avon and he died in London, so he is a real person who had real experiences, which means that he can help me understand how people feel about tragedy. Tragedy makes people think about their lives and decide what role they want to play in society; it helps them become more responsible because they need to know why they should care about others (Scholars et al.).
Furthermore, paragraph 1 contributes to the development of ideas in the article passage because it draws our attention to certain aspects of Shakespeare's work. It tells us that he wrote tragedies and that they were very popular at the time he lived.
How do paragraphs 4–5 contribute to the development of ideas in the text? It suggests that we need a new way of thinking about crime, which is why it may be time to turn to an idea that has begun to attract serious attention in the social sciences: the idea that social problems behave like infectious agents. Specifically, it suggests that we need to look at crime as an epidemic, which is why some scholars have called for more research on what they call "criminal epidemiology".
Paragraph 4 tells us that crime is becoming more widespread by describing it as "increasingly common." This implies that crime was once uncommon but now is not. Paragraph 5 then explains how crime has become more widespread by mentioning specific reasons such as "motor vehicle accidents, violence between spouses or partners, and child abuse/neglect." These are all negative outcomes caused by people who commit crimes, so they can be seen as causes of crime. This means that if we want to prevent these negative outcomes we need to find ways to stop people from committing them.
Thus, paragraphs 4 and 5 help us understand why crime has become more common and suggest that we need to come up with new solutions because the current methods aren't working.
You develop an idea by defending it, emphasizing its importance, and demonstrating how it relates to the remainder of your essay and thesis statement. The author fails to demonstrate the importance of the instances or how they support the essay's argument. The following is an alternate version of the same paragraph. While it lacks many elements found in a strong example, it shows an understanding of the need to support an argument with examples.
You can see from this example that development of an idea is similar to defense of a position. You must first understand what action you want to take before you can explain its merits. In this case, the writer wants to argue that rather than simply listing examples, as most students do, she should instead "emphasize" their importance. She does so by mentioning three times the word "example," even though only one is actually used in the sentence. This shows that the writer believes that great essays are made up of more than the simple repetition of words or phrases; rather, they require thought and analysis to be effective.
The last part of the paragraph demonstrates development of the idea further. Instead of just giving a list of examples, the writer explains why they are important. This means that instances are useful because they help make a point that may not be obvious from merely reading the text.