The shape is on The Paragraph.
1. Write the three sentences that should follow this claim: The Prologue removes suspense in order to create a different kind of pressure.
Answer 1
One version: Fourteen lines tell the audience that both children die and that the feud dies with them. Every hopeful line afterwards — Juliet’s “I have no joy of this contract” included — is heard by people who already know how it ends. The play therefore asks not whether they will be saved but why nobody saves them, which is a question about the adults on stage rather than about fate.
2. Find the sentence that does not belong: Evan’s hunting trips organise the first third of the novel. Rice writes them in detail: the route, the cold, the division of the meat. Rice is Anishinaabe and grew up in Wasauksing First Nation. When the power fails, those routines are the only structure the community has left.
Answer 2
The biographical sentence — true, and doing no work in a paragraph about narrative structure. It would belong in a paragraph about the novel’s authority on the community it describes.
3. This paragraph has two ideas. Split it and write a topic sentence for each.
Mercutio’s language is a defence. He puns constantly, refuses to take love seriously, and turns every threat into a joke. After he is stabbed he keeps punning — “ask for me tomorrow and you shall find me a grave man” — and the joke arrives at the same moment as the wound. The play changes after his death: the comedy stops, the pace doubles, and Romeo becomes somebody who acts before speaking.
Answer 3
Paragraph one: Mercutio uses wordplay as a defence against seriousness. Paragraph two: Mercutio’s death converts the play from a comedy into a tragedy in the space of one scene.
4. Improve a last sentence that merely restates the first.
Answer 4
End with a consequence instead: If the light imagery reverses here, then every promise made in the balcony scene was made in the language the play is about to take away.
Curriculum connection
C2.4
write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., use a variety of sentence structures, including compoundcomplex sentences; use prepositional and participial phrases and adjectival and adverbial clauses to add details and/or qualifying information; insert rhetorical questions for emphasis in an argumentative essay; insert a sentence fragment to interrupt the flow in a paragraph for effect; use subject-verb inversion to vary sentence rhythm)
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C3.6
use a variety of presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their work and to heighten its appeal for their audience (e.g., format written work to meet the requirements of a particular publication; use an engaging design and layout for an anthology of their poetry; choose appropriate fonts and design an eye-catching layout for the front and back covers of a teen magazine)
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