The next three questions are based on the following passage NOTE: The instructor of a history class has just finished grading the essay exams from his students, and the results are not good. The essay exam was worth 70% of the final course score. The highest score in the class was a low B, and more than half of the class of 65 students failed the exam. In view of this, the instructor reconsiders his grading plan for the semester and sends out an email message to all students. Dear students: The score for the essay exam have been posted in the online course grade book. By now, many of you have probably seen your grade and are a little concerned.( And if you're not concerned, you should be- at least a bit!) At the beginning of the semester. , I informed the class that I have a strict grading policy and that all scores will stand unquestioned. With each class comes a new challenge, however, and as any good instructor will tell you, sometimes the original plan has to change. As a result, I propose the following options for students to make up their score: 1) I Will present the class with an extra credit project at the next course meeting. The extra credit project will be worth 150% of the point value of the essay exam that has just been completed. While I will not drop the essay exam score, I will give you more than enough of a chance to make up the difference and raise your overall score. 2) I will allow each student to develop his or her own extra credit project. This project may reflect the tenor of option number 1 (above) but will allow the student to create a project more in his or her own line of interest. Bear in mind, however, that this is more of a risk. The scoring for option number 2 will be more subjective, depending on whether or not I feel that the project is a successful alternative to the essay exam. If it is, the student will be awarded up to 150% of the point value of the essay exam. 3) I will provide the class with the option of developing a group project. Students may form groups of 3 or 4 and put together an extra credit project that reflects a stronger response to the questions in the essay exam. This extra credit project will receive an equal score for the project, so there is a risk in this as well. If you are part of a group in which you do most of the work, each member of the group will receive equal credit for it. The purpose of the project is to allow students to work together and arrive at a stronger response than if each worked individually. If you are interested in pursuing extra credit to make up for the essay exam, please choose one of the options above. No other extra credit opportunities will be provided for the course. Good Luck! Dr. Edwards Which of the following describes this type of writing?

A. The protagonist does not care about this audition

B. Waking up at 4:30 a.m. is easy for the protagonist

C. The bus usually runs late

D. Appearance is important when going to an audition

A. "the escape of 200 soldiers"

B. "was sentenced to death"

C. "was arrested by local German authorities"

D. "helped soldiers treated there escape"

A. In 1907, Edith Cavell, a British nurse, was appointed head nurse of the Berkendael Medical Institute in Belgium

B. During this time, Cavell helped soldiers treated there to escape to neutral Holland

C. Cavell's case received significant press coverage around the world, especially in Britain and the United States

D. In 1914, at the start of World Ward I and the German occupation of Belgium, Cavell joined the Red Cross supporting the nursing effort