perfume or wild grapes. seated in the gracious shade of a wild tulip tree, i learned to think that everything has a lesson and a suggestion. he loveliness of things taught me all their use.\ indeed, everything that could hum, or buzz, or sing, or bloom had a part in my education—noisy-throated frogs, katydids and crickets held in my hand until forgetting their embarrassment, they trilled their reedy note, little downy chickens and wildflowers, the dogwood blossoms, meadow-violets and budding fruit trees. i felt the bursting cotton-bolls and fingered their soft fiber and fuzzy seeds; i felt the low soughing of the wind through the cornstalks, the silky rustling of the long leaves, and the indignant snort of my pony, as we caught him in the pasture and put the bit in his mouth—ah me! how well i remember the spicy, clovery smell of his breath!

part b
how does the word choice in paragraphs 2 and 3 help to develop the idea in part a?
keller uses phrases such as \pressing softly\ and \flew about.\
keller uses phrases such as \caught an insect\ and \gathered up the fruit.\
keller uses phrases such as \few know what joy\ and \another favourite haunt.\
keller uses phrases such as
ose at dawn\ and \early in july.\

Question

perfume or wild grapes. seated in the gracious shade of a wild tulip tree, i learned to think that everything has a lesson and a suggestion. \the loveliness of things taught me all their use.\ indeed, everything that could hum, or buzz, or sing, or bloom had a part in my education—noisy-throated frogs, katydids and crickets held in my hand until forgetting their embarrassment, they trilled their reedy note, little downy chickens and wildflowers, the dogwood blossoms, meadow-violets and budding fruit trees. i felt the bursting cotton-bolls and fingered their soft fiber and fuzzy seeds; i felt the low soughing of the wind through the cornstalks, the silky rustling of the long leaves, and the indignant snort of my pony, as we caught him in the pasture and put the bit in his mouth—ah me! how well i remember the spicy, clovery smell of his breath!

part b
how does the word choice in paragraphs 2 and 3 help to develop the idea in part a?
keller uses phrases such as \pressing softly\ and \flew about.\
keller uses phrases such as \caught an insect\ and \gathered up the fruit.\
keller uses phrases such as \few know what joy\ and \another favourite haunt.\
keller uses phrases such as
ose at dawn\ and \early in july.\

part b
how does the word choice in paragraphs 2 and 3 help to develop the idea in part a?
  keller uses phrases such as \pressing softly\ and \flew about.\
  keller uses phrases such as \caught an insect\ and \gathered up the fruit.\
  keller uses phrases such as \few know what joy\ and \another favourite haunt.\
  keller uses phrases such as
ose at dawn\ and \early in july.\

Accepted Answer

# Brief Explanations:
Part A (implied by the question) centers on the idea that nature taught Helen Keller valuable lessons and brought her joy through intimate, sensory experiences. The correct word choice must reflect this focus on her positive, meaningful engagement with nature.
- Phrases like "pressing softly" and "flew about" are too vague to connect to the core idea of nature's educational, joyful role.
- "Caught an insect" and "gathered up the fruit" describe actions but do not emphasize the joy or lesson in the experiences.
- "Rose at dawn" and "early in July" only reference time, not the emotional or educational impact of nature.
- "Few know what joy" and "Another favourite haunt" directly highlight Keller's deep, positive connection to nature, which supports the idea that nature was a meaningful, joyful teacher for her.
# Answer:
Keller uses phrases such as "Few know what joy" and "Another favourite haunt."

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