Find the error with subject-verb agreement. Select the incorrect verb and type it correctly. Drought conditions in an agricultural area often impacts food production for example during a dry spell in 2014 stockpiles of corn in the United States decreased forty-eight percent between March and June

Answer:

it's  impact not impacts

Explanation:

it's impact not impacts, as the statement is drought conditions in an agricultural area often impacts food production for example during a dry spell in 2014 stockpiles of corn in the United States decreased forty-eight percent between March and June.

In English, the verb only needs to match the number and occasionally the person; subject-verb agreement is a grammar rule that states that the verb or verbs in a phrase must match the number, person, and gender of the subject.

First, determine the subject the thing or person performing the action and the verb the word that performs the action in a sentence. The verb describing the subject's action should be single if the subject is. The verb must be multiple if the subject is.

Jennifer strolled over to the shop. Jennifer is the subject in this sentence, and the verb is "walked." Example: I'll call my mother after lunch. I am the subject and shall call is the verb in this phrase.

Thus, it's impact not impacts.

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7th grade help me please .

"Amelia Earhart: First in Flight"

a) A
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Which sentence in the passage contains a call to action?
Save Roosevelt Park!
In spite of our park's importance, our elected officials plan to take it away from us. Everywhere in the neighborhood, you can see the posters
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air. Furthermore, the construction of the mall will pollute our environment. We should not stand for this disrespect of our neighborhood. It is
our responsibility to do something about it. If you agree with me, then join me in this effort to save our park. Each of us should send a letter or
email to our city officials informing them about how much we need the park. We need to tell them a park is more important than a mall. So,
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6. Her mother(live)
in Victoria for the past five years.

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o
Write an essage on
the happiest day
your
Of
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HELP ME AND MY DAUGHTER!!: Read the following blog entry.




May 1, 2013




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B. to advertise new products

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As a reader, it is important to recognize the author's
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"The earth does not belong to man, man belongs ot the earth. All things are connected like the blood that unites us all. man did not weave the web of life, he is merely a strand in it. Whatever he does to the web, he does to himself."

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Looking down at the college preparation pamphlet laying on my dresser never seemed so dramatic, but with every word I read, and every page I turned, I could practically feel my future rushing towards me. As I approach the end of my high school I experience, I look back and remember two questions I was constantly asked from the beginning of freshman year, to just last night. “Where are you going to college, and what do you want to study?” Even more superfluous than the questions themselves are the answers, telling people what I want to major in and where I want to study has become redundant, tiresome, and even monotonous. As passionate as I am about what I want to study and the schools that I am considering, the more I think about it, the more I feel there is one crucial question that seems to be omitted from the conversation each and every time. “Why are you going to college?” Am I going because both of my parents went, or because my friends are going? Or am I going simply to follow the American standard of go to high school, then college, then get a job? With increasing college tuition, a financial recession, and jobs only few and far between, it is no shock that more and more people are turning their heads to alternatives to a four- year university. With that being said, now more than ever, is it more important to answer the question, “Why do I want to go to college?” I want to go because I am an adventurer, I am a dreamer and I am an innovator. I am the future of this country, and instead of following, I want to lead. I want to go to explore the world with a better understanding of what I am going to explore. I want to know the feeling of waking up every day with something to look forward to. I want to have all of the possibilities of the world at my fingertips, and essentially, that is what I believe college is. Listening to my friends tell me that they are going to go to college to get a job, or because their parents told them to, makes me wonder whether college education is just about getting a job. To me the answer is overwhelmingly obvious; no. Post secondary education is an experience that promises much more than just a simple paycheck. Not only does a college education teach skills pertinent to obtaining a job in a certain career field, it also teaches discipline, independence, and critical thinking while opening up the world to several opportunities that were not previously available. Colleges prepare their students for the real world, which is worth so much more than a high school diploma. I look forward to the challenges that college will bring. Being an AP student, I’m aware of the rigors and rewards of pushing myself to learn more. I’m not going to college to waste my time, nor am I going to waste the time of the university that gives me the chance to be their student. I strive for the opportunity to pursue my dreams on the road less traveled, not only to get an education or get a job, but to assure myself of my passion and what I want to spend the rest of my life doing. I definitely believe college is a time to explore and open myself to the numerous opportunities the world has to offer. As one of the 3.2 million students graduating high school in 2013, I have my whole life ahead of me. While numerous students will be going to college due to parental persuasion as well as pressure from their peers and school, I can confidently entrust in the fact that my decision was my own. I look forward to the challenges and experiences in my future and I am grateful to the university which gives me the opportunity to pursue my dreams, whatever they may be.

Analyze the essay looking at the list below. What did you notice about the essay? (Be specific and give evidence.)

a.) Content: What is it about? Does it answer the prompt (if there is one)? Does it have a central idea? Is it well-developed?


b.) Structure: Beginning (hook) - Middle - End?


c.) Imagery/figurative language - sense impressions


d.) Word choice: vague, repetitive, too wordy, appropriate.


e.) Voice: Is it clear and concise? Is it appealing? Is it vivid? Does the writer’s personality come out through the words?



What do you like about this essay? (Be specific and give evidence.) Highlight parts you like in yellow and explain why you liked those parts.













Highlight things that didn’t work for you in blue. Explain what doesn’t work. (Be specific and give evidence; consider content, structure, imagery, word choice, voice).










In one or two sentences state what this essay says about this person. In other words, what is the focus of this essay?



Dominant Impression: (Bold one choice below and describe the overall tone in one word.)
1) Like it 2) Meh

Tone:


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What do you think this quote is trying to say? (comment on the following quote )

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Comment on this problem
In physical education class, Mai takes 10 free throws and 10 jump shots. She earns 1 point for each free throw she makes and 2 points for each jump shot she makes. The greatest number of points that she can earn is 30.


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hatred of women
ghosts
flowers
the alpha male

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They fail to point out the author's claim.
They try to coerce the audience into acting.
They are not persuasive enough to convince anyone.
They support the author's claim too strongly.

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Readers must analyze the ironic statements made by the narrator to determine if the narrator is reliable.
Readers must get a sense of characters through their actions, speech, and thoughts because Hawthorne does not actually describe them directly.
Readers must understand a character's qualities by comparing them to qualities of a different character.
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