Aphors[]
1. The philosopher prepared to decide thoughts were only thoughts when thought in a with-it manner. He did this by balloonifying his arm. First, he blew up a balloon representing his arm. Second, he placed it next to the balloon representing the torso. Third, he attached the balloon representing his arm to the balloon representing the body using masking tape. In this way, the philosopher prepared to decide thoughts were only thoughts when thought in a with-it manner by balloonifying his arm.
2. The human rights scholar attributed a positive value to a robot qualifying its result. He did this by molding the chocolate rabbit. First, he poured chocolate into the mold. Second, he let it set overnight. Third, he poured hot water over the mold and removed the chocolate from it. In this way, the human rights philosopher prepared to attribute a positive value to a robot qualifying its thought by molding the chocolate rabbit.
3. The Hegelian constructed a conversation about worshippers from knowledge about God. He did this by calculating the ratio of the number of rays hitting planes from a light beam from 45 degrees to 90 degrees. First, he estimated that the length of one of the two shorter sides of a right angle triangle with its longer end (base) facing down to be sqrt(2) = 1.4 cm. All the rays heading to the base would hit the edge if a technician shot a beam to 45 degrees at the base. Second, he calculated that the length of the base, the side the rays would hit if a beam shot from 90 degrees were aimed it, to be 2 cm. Third, he calculated that the ratio of the number of rays hitting a plane from light from 45 degrees to 90 degrees = 1.4/2 = 0.7, so more rays were hitting the base from 90 degrees than from 45 degrees. In this way, the Hegelian prepared to construct a conversation about worshippers from knowledge about God by calculating the ratio of the number of rays hitting a plane from light from 45 degrees to 90 degrees.
4. The autist prepared to use his unique abilities to predict the rain accurately. He did this by taking the balloon out of the bag. First, he placed the balloon in the bag. Second, he took it out at the launch site. Third, he launched it at the launch site. In this way, the autist prepared to use his unique abilities to accurately predict the rain by taking the balloon out of the bag. In this way, the autist used his unique abilities to predict the rain accurately, by taking the balloon out of the bag.
5. The autist interested himself in the natural sciences by observing the philosopher and his student. He did this by compressing a marshmallow by biting it. First, he placed the marshmallow in his mouth. Second, he lifted his tongue until the top of the marshmallow touched the top of his lips. Third, he compressed the marshmallow by raising his tongue slightly. In this way, the autist prepared to interest himself in the natural sciences by observing the philosopher and his student by compressing a marshmallow by biting it.
6. The autist performed a complex calculation by examining model calculations. He did this by sitting on the seat. First, he chose a place. Second, he stood in front of it. Third, he sat on it. In this way, the autist prepared to perform a complex calculation by examining model calculations by sitting on the seat.
7. The autist prepared to perform calendar calculations by counting the number of years. He did this by eating the biscuit. First, he ate the piece with the first chocolate chip. Second, he ate the piece with the red lolly. Third, he ate the piece with the blue lolly. In this way, the autist prepared to perform calendar calculations by counting the number of years by eating the biscuit.
8. The autist demonstrated exceptional rote memory by using a mnemonic system. He did this by eating a lolly. First, he opened the bag. Second, he took out the lolly. Third, he ate the lolly. In this way, the autist prepared to demonstrate exceptional rote memory by using a mnemonic system by eating a lolly.
9. The autist showed his intellect that was above average, by completing the IQ test. He did this by eating the minestrone. First, he wrote an idea from politics for a point of a pasta star. Second, he repeated this for each point. Third, he stopped when there were no more points left. In this way, the autist prepared to demonstrate his intellect that was above average by completing the IQ test by eating the minestrone.
10. The autist prepared to explain that his father occupied a high position by drawing a chart. He did this by breaking the wafer. First, he measured the width of it. Second, he divided this by two. Third, he broke it in half at this point. In this way, the autist prepared to explain that his father occupied a high position by drawing a chart by breaking the wafer.
11. The autist explained that he had several generations of ancestors of intellectuals, by labelling a point on a line. He did this by placing the octahedrons on the tray. First, he drew the unfolded octahedron on the paper. Second, he cut it out. Third, he folded it into a three-dimensional octahedron. In this way, the autist prepared to explain that he had several generations of ancestors of intellectuals, by labelling a point on a line by placing the octahedrons on the tray.
12. The autist prepared to demonstrate that his work performance provided some social integration by encountering a burst of A-grade thoughts because of thinking of a particular thought in the conversation. He did this by pushing the woven thread down. First, he crossed over the threads. Then, he pushed the thread down. Finally, he had an A given to him. In this way, the autist prepared to demonstrate that his work performance provided some social integration by encountering an A because of thinking of a particular thought in the conversation by pushing the woven thread down.
13. The autist prepared to demonstrate that his work performance was excellent by writing down why he loved people. He did this by lapping the water. First, he placed his mouth on the edge of the cup. Second, he drank some of the water. Third, he lifted his head. In this way, the autist prepared to demonstrate that his work performance was excellent by writing down why he loved people by lapping the water.
14. The autist became a faculty member in the Department of Astronomy by finding a reason for an objection to an error in high-quality work by querying what the first action that was supposed to have a reaction was because there was no other thing to react to. He did this by placing the mortar object (representing the reason for the objection) on the brick. First, he put the first brick down. Second, he put mortar on the first brick. Third, he placed the second brick on the mortar. In this way, the autist prepared to become a faculty member in the Department of Astronomy. He did this by finding a reason for an objection to an error in high quality work by querying what the first action that was supposed to have a reaction. He found a reason for an objection because there was no other thing to react to by placing the mortar object (representing the reason for the objection) on the brick.
15. The Asperger patient prepared to demonstrate his prodigious memory by associating parts to memorise with significant parts he walked past. He did this by shaking his hand in the air. First, he clenched his fist. Second, he raised it in the air. Third, he shook it. In this way, the Asperger patient prepared to demonstrate his prodigious memory by associating parts to memorise with parts of significant parts he walked past by shaking his hand in the air.
16. The Asperger patient prepared to demonstrate her extraordinary preoccupation by studying with many short breaks. She did this by stabbing a sausage. First, she measured the distance one-fifth along the length of the sausage. Second, she positioned the fork above this position. Third, she stabbed the sausage at this position. In this way, the Asperger patient prepared to demonstrate her extraordinary preoccupation by studying with many short breaks, by stabbing a sausage.
17. The Asperger patient showed his mastery of sports statistics by remembering the match with the top score. He did this by driving someone up to the door in a tricycle. First, he started at the edge of the courtyard. Second, he drove through the courtyard. Third, he stopped at the door. In this way, the Asperger patient prepared to demonstrate his mastery of sports statistics by remembering the match with the top score by driving someone up to the door in a tricycle.
18. The Asperger patient prepared to demonstrate his superb knowledge of history trivia. He did this by testing whether he was a man or a woman. First, he took off his shirt. If he was not wearing a bra, then he decided he was a man. Alternatively, if he, or she, in fact, was wearing a bra, then she decided she was a woman. In this way, the Asperger patient prepared to demonstrate his superb knowledge of history trivia by testing whether he was a man or a woman.
19. The Asperger patient tested his expansive conversation by researching one detail from each of the X-Y-Z/verb-touching, human-judgment-of-subject/human-judgment-of-object, room/part-of-room/direction-in-room/time-to-prepare/time-to-do/time-to-finish criteria. He did this by cooking three hundred and sixty degrees of the cabaña. First, he put the cabaña in the fire. Second, he rotated it. Third, he waited 15 minutes until he had cooked the cabaña. In this way, the Asperger patient prepared to test his expansive conversation by researching one detail from each of the X-Y-Z/verb-touching, human-judgment-of-subject/human-judgment-of-object, room/part-of-room/direction-in-room/time-to-prepare/time-to-do/time-to-finish criteria by cooking three hundred and sixty degrees of the cabaña.
20. The Asperger patient prepared to appear seemingly scholarly by doffing a wig and gown. He did this by pulling the model bird's string. First, he suspended the model from the Japanese light. Second, he held its string. Third, he pulled it. In this way, the Asperger patient prepared to appear seemingly scholarly by doffing a wig and gown by pulling the model bird's string.
21. The Asperger patient put forth conversation so liberally, by talking about and then judging an idea. He did this by lifting himself up onto a ledge. First, he found a ledge. Second, he hoisted himself onto it. Third, he stood on the ledge looking around. In this way, the Asperger patient prepared to put forth conversation so liberally, by talking about and then judging an idea by lifting himself up onto a ledge.
22. The labourer washed the block. He did this by cleaning the chopsticks. First, he placed the scraper at the base of the chopstick. Second, he lifted the scraper upwards. Third, he stopped when he reached the top. In this way, the labourer prepared to wash the block by cleaning the chopsticks.
23. The Reasoner dovetailed the arguments. He did this by plucking the feather from the model pheasant’s tail. First, the Reasoner positioned his finger above the model feather. Second, he positioned his other finger below the model feather. Third, he plucked the model feather from the model pheasant’s tail. In this way, the Reasoner prepared to dovetail the arguments by plucking the feather from the model pheasant’s tail.
24. The farmer harvested the wheat. He did this by aligning the tofu in a straight line. First, he measured the width of the tofu. Second, he placed the left point of the tofu so that the central point at w/2 + l (where w = width of the tofu and l = x coordinate of the left-hand side) was in front of his mouth. In this way, the farmer prepared to harvest the wheat by aligning the tofu in a straight line.
25. The oceanographer bathed the starfish. He did this by counting the starfish’s arms. First, he counted the number of suction cups. Second, he divided this by the number of suction cups per arm, 5. Third, he calculated this dividend to equal the number of arms of the starfish. In this way, the oceanographer prepared to bathe the starfish by counting its arms.
26. The firefighter put on the mask. He did this by putting on the sunglasses. First, he opened the sunglasses. Second, he placed them on his face. Third, he tested that the angle from each of the arms to the lenses was 90 degrees. In this way, he prepared to put on the mask by putting on the sunglasses.
27. The moviegoer prepared to walk home. She did this by walking to the triangle in the moonlight. First, she charted her proposed path. Second, she walked along her path. Third, she stopped when she arrived at the triangle. In this way, she prepared to walk home by walking to the triangle in the moonlight.
28. The navigator sailed the ship. He did this by following the stars. First, he computed which direction a particular star was pointing in. Second, he computed which goal lay in that direction. Third, he headed for that goal. In this way, he prepared to sail the ship by following the stars.
29. The gardener picked the flower. He did this by colouring his illustrations using petals. First, he drew and cut out the shape of the region that he wanted to colour blue. Second, he traced the shape onto a blue petal. Third, he cut out the shape from the petal and placed it on the page. In this way, he prepared to pick the flower by colouring his illustrations using petals.
30. The Gastronomer placed the red lid on the pot. He did this by staining his cheeks red with the red petal. First, he plucked a petal from a rose. Second, he rubbed it in water. Third, he placed it on his cheek. In this way, he prepared to put the red lid on the pot by colouring his cheeks red with the red petal.
31. The king sat on the throne. He did this by testing that the bottom of a crown was flat. First, he wrote down the z-coordinate of a point of the pentagon at the base of the crown. Second, he tested that the next point’s z-coordinate was the same as the previous point’s z-coordinate. Third, he repeated this until there were no more points. In this way, the king prepared to sit on the throne by testing that the bottom of a crown was flat.
32. The mother sheltered under the oak tree. She did this by placing the red candle present in her green pocket. First, she held the candle at the top. Second, she opened her pocket. Third, she placed the candle in her pocket. In this way, she sheltered under the oak tree by putting the red candle present in her green pocket.
33. I prepared to say that children’s innocence is harmless. I did this by writing that the religion (circle of philosophers) was positive. First, I wrote about the gay thought (the pencil in the pencil case). Second, I wrote about the animals (children). Third, I like you the way you are at University. In this way, I prepared to say that children’s innocence is harmless by writing that the religion (circle of philosophers) was positive.
34. I was a Republican. I did this by stating that my knee helped me stand up straight. First, I liked standing. Second, I loved the Queen. Third, I liked myself. In this way, I was a Republican by stating that my knee helped me stand up straight.
35. I prepared to give A to the Chinese tutor. I did this by agreeing with the Chinese tutor. First, I liked her clothes. Second, I loved her house. Third, I enjoyed her spreams (sic) of ice cream. In this way, I prepared to give A to the Chinese tutor by agreeing with the Chinese tutor.
36. I interpreted Lucian’s essay format as a Ph.D. I did this by holding a partner’s hand to gain confidence in writing two uses. First, I held his hand. Second, I begged on my knees. Third, I worked out two uses. In this way, I prepared to interpret Lucian’s essay format as a Ph.D. by holding a partner’s hand to gain confidence in writing two uses.
37. I wrote a book about philosophy in primary school. I did this by holding a partner’s hand to get confidence in writing the future use. First, I wrote about the rocket. Second, I wrote about the happy notes. Third, I wrote about University at primary and secondary school level. In this way, I prepared to write a book about philosophy in primary school by holding a partner’s hand to gain confidence in writing the future use.
38. I reacted to the scene. I did this by holding a partner’s hand to get confidence in writing the two types of objects. First, I thought of two types in contradistinction to each other. Second, I envisioned an object following another. Third, I envisioned the mask. In this way, I prepared to react to the scene by holding a partner’s hand to gain confidence in writing the two types of objects.
Breasoning List[]
1. stand, balloon, arm, torso, masking tape, manifest
2. robot, rabbit, mold, chocolate, hot water, “thinking of As” A
3. cup, window sill, triangle, ray, sunglasses, clique pentagon
4. rain drop, bag, long balloon, launch pad, closed door, measuring cylinder
5. observation deck, marshmallow, mouth, tongue, squash, classroom
6. counter, seat, seat cover, foot rest, formula
7. calendar, biscuit, chocolate chip, red lolly, blue lolly, page
8. pad, yellow lolly, bag, ring, orange, peg board
9. IQ score, minestrone, pasta star, political speech, bullet point, graph
10. society chart, wafer, ruler, abacus, bamboo, soap box
11. line with points along it, octahedron, tray, unfolded octahedron, metal rod, drink carton, matryoshka dolls
12. carrel, needle, thread, frame, flip-book, parade of students in cross formation
13. multiplication table, cup of water, lip, straw, head, reasons why he identifies with another
14. t-shirt, mortar, brick, tick, star, comet
15. wall, hand, fist, air, shaker, memory
16. desk, sausage, lute, fork, violin position, breaker
17. tennis racquet, match, tricycle, courtyard, path, door
18. doge, man, shirt, bra, woman, trivia card
19. conversation partner, table, circle, stirring capsule, timer, apple
20. scholar, model bird, sphere lantern, string, wig, gown
21. book, ledge, magnifying glass, rope, panorama, judge
22. block, chopstick, scraper, stand, top, bottle
23. strip, pen, glove, water line symbol, crank, tuning fork
24. wheat, tofu, Inca quipu, soccer ball, dough, furrow
25. lens, star, pipette, bridge, aquarium, balloon
26. mask, sunglasses, sesame seed, face, mufti, bookmark
27. house model, triangle, map, path, stop sign, moon symbol
28. shipwheel, triangle constellation, star’s point, island, cardboard strip, ship model
29. flower, petal, blueberry, rectangle, scissors, secant line
30. pot, peach, rose, cup, shield, lid
31. king, crown, pentagon, bubble balance, box, throne
32. acorn, candle, wick, pocket, bag with compartments, nut hammer
Rebreathsonings Essay[]
What is the thesis statement?
I will argue for rebreathsonings.
Paragraph 1 – Life Going Upwards[]
A: He did this by counting the starfish’s arms.
B: He did this by lifting himself up onto a ledge.
C: He did this by aligning the tofu in a straight line.
D: He did this by plucking the feather from the model pheasant’s tail (to use as a pen).
E: First, he placed the scraper at the base of the chopstick.
What is the objection to A?
The subject counting her achievements on her deathbed, like counting the starfish's arms, shouldn't work because she counted her missing finger when she hadn't used it to count her achievements.
What is the rebuttal to this objection to A?
The subject should correctly count her achievements on her hand with a prosthetic finger.
What is the connection between this rebuttal to A and the thesis statement?
Rebreathsonings exist because of the solution-formingness of nature, which is correct because the subject should count her missing finger when she hasn't used it to count her achievements.
What is the objection to B?
The subject achieving 'know'-ledge in his education, by lifting himself up onto a ledge, shouldn't work because of the student being unable to see the conclusion on top of the ledge from below.
What is the rebuttal to this objection to B?
The subject's teacher should explain the way that the student's idea links to the teacher's knowledge.
What is the connection between these rebuttals to B and A?
The subject should correctly count her achievements on her hand with a prosthetic finger properly sized by the student, where the student's teacher explains the correctly sized finger that fits the hand, the size of which is known by the teacher.
What is the objection to C?
C: The subject aligning conclusions as a citizen in a straight line, in other words preparing for his next job during his current job, like aligning tofu in a straight line, shouldn’t not work because high job turnover will mean managers won't train replacement employees.
What is the rebuttal to this objection to C?
Management will train replacement employees for their new jobs.
What is the connection between these rebuttals to C and B?
The subject's teacher should explain the way that the student's idea, like the replacement employee's prerequisite course, links to the teacher's knowledge like the replacement employee's new job.
What is the objection to D?
D: A subject using a pen to write during a job by plucking the feather from the model pheasant’s tail (to use as a pen) where the subject writing about his best employee applying for another job shouldn’t work because of being unable to find good enough talent to replace the job.
What is the rebuttal to this objection to D?
The subject should replace his former best employee with talent that is persistent by following up his job application.
What is the connection these rebuttals between D and A?
The subject should correctly count his achievements on his hand, like replacing his former best employee, with a prosthetic finger, like hiring talent that is persistent by following up his job application.
What is the objection to E?
The subject preparing what his child will need from the start for her journey, like placing the scraper at the base of the chopstick shouldn't work because the child may not be able to open her bedroom door.
What is the rebuttal to this objection to E?
The subject should knock on the door to ask the resident to open it.
What is the connection between these rebuttals to E and D?
The subject should replace his former best employee with talent that is persistent by following up his job application like knocking on the office door to ask for the job.
Paragraph 2 – Human (Experts Judge Food)[]
A: He did this by balloonifying his arm.
B: He did this by taking the lighter-than-air craft out of the bag.
C: He did this by molding the chocolate rabbit.
D: He did this by calculating the ratio of the number of rays hitting a plane from light from 45 degrees to 90 degrees.
E: He did this by compressing a marshmallow by biting it.
What is the objection to A?
The subject swinging the whole pendulum to dry a caper that it holds, like swinging an arm-length balloon, shouldn't work because the water extracted from the caper would reenter it when he stopped swinging it.
What is the rebuttal to this objection to A?
The subject should use a bi-layered pendulum to stop the water from reentering the central sphere.
What is the connection between this rebuttal to A and the thesis statement?
Rebreathsonings exist because of the colanderianisation of nature, which is correct because the subject should use a bi-layered pendulum to stop the water from reentering the central sphere.
What is the objection to B?
The subject determining a catch 22 situation, or that a potato is, in fact, a sweet potato, like determining that a craft that he took out of his bag was lighter-than-air shouldn't use helium in a balloon because it will float away.
What is the rebuttal to this objection to B?
The subject should tie the balloon's string to a heavy object to prevent it from floating away.
What is the connection between these rebuttals to B and A?
The subject should use a bi-layered pendulum to stop the water from reentering the central sphere where the subject should tie the pendulum's string to a heavy object to prevent it from being thrown away.
What is the objection to C?
The subject paying for a quince, which may still have five parts, like molding the five-pointed chocolate rabbit, with a coin with a denominator of five, shouldn’t work because coins should only be used by the business to record transactions, instead of lack of them preventing the transaction.
What is the rebuttal to this objection to C?
The payer should record a transaction with a coin with a denominator of one, instead of preventing it if he owns no coin with a denominator of five.
What is the connection between these rebuttals to C and B?
The subject should tie the balloon's string, like a business' future products being produced, and the ensuing business, to a heavy object, like the business. He should do this to prevent it from floating away, like the company going out of business, where the business should record transactions with coins to prepare to supply the number of coins worth of products in the future.
What is the objection to D?
The subject, trying to be a genius, determining to dry seaweed at 90 degrees to the light rays instead of at 45 degrees shouldn't work because using the first layer of dried seaweed as mulch becomes ineffective in a week.
What is the rebuttal to this objection to D?
The subject should reapply seaweed mulch to the garden bed for it to be well-mulched for 4-6 weeks.
What is the connection these rebuttals between D and A?
The subject should use a bi-layered pendulum, like applying a second level of seaweed mulch to the garden bed, to stop the water from reentering the central sphere, like the subject ensuring the garden bed is well mulched for 4-6 weeks.
What is the objection to E?
The subject compressing damper cooked on a campfire by muscular hippies, like compressing a marshmallow by biting it, shouldn't work because the damper would be too hot to touch.
What is the rebuttal to this objection to E?
The subject should compress the damper between two hats.
What is the connection between these rebuttals to E and D?
The subject should compress the damper, like the first layer of seaweed mulch, between two hats, like between the garden bed and the second layer of seaweed mulch.
Paragraph 3 – Connections in the Body[]
A: He did this by sitting on the seat.
B: He did this by eating the biscuit.
C: He did this by eating a lolly.
D: He did this by eating the minestrone soup.
E: He did this by breaking the wafer.
What is the objection to A?
A blindfold, stopping needed sense data reaching the brain, causing a fall, shouldn’t cover the eyes.
What is the rebuttal to this objection to A?
The blindfold should be lifted.
What is the connection between this rebuttal to A and the thesis statement?
Rebreathsonings exist because of the ensightment (sic) of nature, which is correct because the subject’s blindfold should be lifted.
What is the objection to B?
Not having regular exercise causes arterial blockage and blood flow problems.
What is the rebuttal to this objection to B?
One should have regular exercise.
What is the connection between these rebuttals to B and A?
The blindfold wearer should regularly lift the blindfold as exercise.
What is the objection to C?
Not eating enough iron doesn’t maintain oxygen levels in red blood cells, causing iron-deficiency anemia.
What is the rebuttal to this objection to C?
The subject should eat more iron-rich green beans.
What is the connection between these rebuttals to C and B?
One should have regular exercise, which one should enable by eating more iron-rich green beans.
What is the objection to D?
Lung blockages from mucous from dust-caused asthma.
What is the rebuttal to this objection to D?
Dust should be removed from the environment.
What is the connection these rebuttals between D and A?
The blindfold should be lifted to remove dust from the environment.
What is the objection to E?
The liver may be given too many toxins.
What is the rebuttal to this objection to E?
Relaxation causes metabolism to slow down, reducing liver metabolism and stopping partially processed toxins from building up in the body.
What is the connection between these rebuttals to E and D?
Dust should be removed from the environment to walk around, which relaxes the body.
Paragraph 4 – Judgment[]
A: He did this by testing whether he was a man or a woman.
B: He did this by cooking three hundred and sixty degrees of the cabaña (representing exercising his expansive conversation by researching one detail from each of the humanist pedagogy table columns).
C: She did this by stabbing a sausage.
D: He did this by driving someone up to the door in a tricycle (representing demonstrating his mastery of sports match statistics).
E: First, he suspended the model bird from the Japanese light.
What is the objection to A?
The man judged that his body was of a woman (where the verdict is that the man is mentally a woman).
What is the rebuttal to this objection to A?
The man dressed and behaved like a woman.
What is the connection between this rebuttal to A and the thesis statement?
Rebreathsonings exist because of the transsexualisation of nature, which is correct because the subject dressed and behaved as a woman.
What is the objection to B?
The subject wanted to walk down the street, but the time to walk back would take too long (where he based the decision on researching one detail from each of the humanist pedagogy table columns, X-Y-Z/verb-touching, human-judgment-of-subject/human-judgment-of-object, room/part-of-room/direction-in-room/time-to-prepare/time-to-do/time-to-finish).
What is the rebuttal to this objection to B?
The man caught the bus back from the end of the street.
What is the connection between these rebuttals to B and A?
The man-as-woman dressed and behaved like a woman because she caught the bus back from the end of the street with her children.
What is the objection to C?
The subject noticed animal suffering in sausage production (where the adjudication is that the subject prevented animal suffering and commodification).
What is the rebuttal to this objection to C?
The subject ate a vegan sausage.
What is the connection between these rebuttals to C and B?
The man caught the bus back from the end of the street where he made the effort to buy a vegan sausage instead of a pork sausage.
What is the objection to D?
The subject found that the columns and rows added up to different sums (where the ruling is that he demonstrated his mastery of sports match statistics, which was possible because of memorising sums).
What is the rebuttal to this objection to D?
The subject recalculated the grand total.
What is the connection between these rebuttals to D and A?
The man dressed and behaved like a woman because the subject recalculated the grand total of money required for clothes.
What is the objection to E?
The architect found that there wasn’t enough room to navigate the walkway (where the pronouncement is that the subject cleared the walkway for the architectural walk-through).
What is the rebuttal to this objection to E?
The architect cleared the walkway.
What is the connection between these rebuttals to E and D?
The subject removed items in the rows and columns on the walkway.
Paragraph 5 – Verb[]
A: He did this by shaking his hand in the air.
B: He did this by placing the octahedrons on the tray.
C: He did this by pushing the thread that was woven through the needle down.
D: He did this by placing the mortar object (representing the reason for the objection) on the brick.
E: He did this by lapping the water.
What is the objection to A?
The subject was too busy swimming to shake his hand (where the ditransitive is that he shook his hand in the air).
What is the rebuttal to this objection to A?
The subject reached the edge of the pool.
What is the connection between this rebuttal to A and the thesis statement?
Rebreathsonings exist because of the potential-reachedness of nature, which is correct because the subject reached the edge of the pool.
What is the objection to B?
The subject was unable to hold the rail because she was holding the kickboard (where the transitive is that the subject held the rail).
What is the rebuttal to this objection to B?
The subject released the kickboard with one hand to hold the rail.
What is the connection between these rebuttals to B and A?
The subject reached the edge of the pool because the subject released the kickboard with one hand to hold the rail.
What is the objection to C?
The subject shouldn’t call thread wool (where the complex transitive is that he called the thread wool).
What is the rebuttal to this objection to C?
The subject should call thread cotton.
What is the connection between these rebuttals to C and B?
The subject released the kickboard with one hand to hold the rail where he calls thread cotton, which he also threads with one hand.
What is the objection to D?
The subject may drop an object unless he places it on a stand (where the intransitive is that the subject places).
What is the rebuttal to this objection to D?
The subject should place the mortar on a stand.
What is the connection between these rebuttals to D and A?
The subject reached the edge of the pool because where he placed the kickboard, like mortar, besides the pool.
What is the objection to E?
The subject shouldn’t overtake the other from the wrong lane (where the linking verb is that he overtook the other).
What is the rebuttal to this objection to E?
The subject should overtake the second subject from the right lane.
What is the connection between these rebuttals to E and D?
The subject should use his indicator, like placing the mortar on a stand, when he overtakes the second subject from the right lane.
Select the order of paragraphs:[]
A: 3
B: 1
C: 2
D: 5
E: 4
3 The blindfold wearer should lift his blindfold.
1 The subject should correctly count her achievements on her hand with a prosthetic finger.
2 The subject should use a bi-layered pendulum to stop the water from reentering the central sphere.
5 The person reached the edge of the pool.
4 The man dressed and behaved like a woman.
What is the connection between the paragraphs B and A?
The blindfold should be lifted like an achievement to be counted on her hand with a prosthetic finger.
What is the connection between the paragraphs C and B?
The subject should correctly count her achievements on her hand with a prosthetic finger, which has a layer to stop the water from entering it.
What is the connection between the paragraphs D and A?
The subject should lift his goggles when he reaches the edge of the pool.
What is the connection between the paragraphs E and D?
The man found the edge of his identity and inverted one of his traits.