the outsiders homework answers

• The Outsiders

S.E. Hinton

• Literature Notes
• Book Summary
• About The Outsiders
• Character List
• Summary and Analysis
• Character Analysis
• Ponyboy Curtis
• Darry and Sodapop Curtis
• Johnny Cade
• Dallas (Dally) Winston
• Sherri (Cherry) Valance
• Bob Sheldon
• Randy Adderson
• Character Map
• S.E. Hinton Biography
• Critical Essays
• Themes in The Outsiders
• The Movie versus the Book
• Has Society Changed?
• Full Glossary for The Outsiders
• Essay Questions
• Practice Projects
• Cite this Literature Note

The Outsiders is about two weeks in the life of a 14-year-old boy. The novel tells the story of Ponyboy Curtis and his struggles with right and wrong in a society in which he believes that he is an outsider.

Ponyboy and his two brothers — Darrel (Darry), who is 20, and Sodapop, who is 16 — have recently lost their parents in an automobile accident. Pony and Soda are allowed to stay under Darry's guardianship as long as they all behave themselves. The boys are greasers, a class term that refers to the young men on the East Side, the poor side of town. The greasers' rivals are the Socs, short for Socials, who are the "West-side rich kids."

The story opens with Pony walking home alone from a movie; he is stopped by a gang of Socs who proceed to beat him up. The Socs badly injure and threaten to kill Ponyboy; however, some of his gang happen upon the scene and run the Socs off. This incident sets the tone for the rest of the story, because the event tells the reader that a fight between these two groups needs no provocation.

The next night Pony and two other gang members, Dallas Winston (Dally) and Johnny Cade, go to a drive-in movie. There they meet Sherri (Cherry) Valance and her friend Marcia, who have left their Soc boyfriends at the drive-in because the boys were drinking. Dally leaves after giving the girls a hard time, but another greaser, Two-Bit Mathews, joins Pony and Johnny. The boys offer to walk the girls home after the movie, but along the way, the girls' boyfriends reappear and threaten to fight the greasers. Cherry stops the fight from happening, and the girls leave with their boyfriends.

Pony and Johnny go to a vacant lot to hang out before heading home. They fall asleep, and when Johnny wakes Pony up it's 2 a.m. Pony runs home, because the time is way past his curfew, and Darry is waiting up. Darry is furious with Pony and, in the heat of the moment, he hits him. Pony runs out of the house and returns to the lot to find Johnny. Pony wants to run away, but instead they go to the park to cool off before heading back home.

At the park, Cherry's and Marcia's boyfriends reappear. Pony and Johnny are outnumbered, and the Socs grab Ponyboy and shove him face first into the fountain, holding his head under the water. Realizing that Ponyboy is drowning, Johnny panics, pulls his switchblade, and kills the Soc, Bob.

Ponyboy and Johnny seek out Dally for help in running away to avoid being arrested for Bob's murder. He gives them $50 and directions to a hideout outside of town. The boys hop a freight train and find the hideout where they are to wait until Dally comes for them. Hiding in an abandoned, rural church, they feel like real outsiders, with their greased, long hair and general hoody appearance. They both cut their hair, and Pony colors his for a disguise. They pass the time in the church playing cards and reading aloud from Gone with the Wind .

Dally shows up after a week, and takes them to the Dairy Queen in Windrixville. Thanks to Dally, the police think that the boys are headed for Texas. Dally also brings them the news that Cherry Valance is now being a spy for the greasers, and helping them out against the Socs. She has also testified that Bob was drunk the night of his death and that she was sure that the killing had been in self-defense.

Johnny decides that he has a chance now, and announces that he wants to turn himself in. They head back to the church and discover that it is on fire. A school group is there, apparently on some kind of outing, and little kids are trapped inside. Without thinking, Pony and Johnny race inside and rescue the kids. As they are handing the kids outside to Dally, the burning roof collapses. Pony barely escapes, but a piece of timber falls on Johnny, burning him badly and breaking his back. The boys, now viewed as heroes, are taken via ambulance back to town, where Pony reunites with his brothers.

Johnny dies of his injuries. Dally is overcome with grief, and he robs a grocery store. He flees the police and calls the gang from a telephone booth, asking them to pick him up in the vacant lot and take him to a hiding place. The police chase Dally to the lot, and as the gang watches, Dally pulls a "black object" from his waistband and the officers shoot him.

The senselessness of all the violent events traumatizes Pony, but he deals with his grief and frustration by writing this book for all of the "Dallys" in the world.

Next About The Outsiders

The Outsiders

By s. e. hinton, the outsiders study guide.

Published in 1967 by Viking Press, The Outsiders was S.E. Hinton's first novel. The rivalry between the "greasers" and the "socs" was based on events in her own high school, the Will Rogers High School in Tulsa, Oklahoma. Hinton began writing the novel during her sophomore year, and it was published when she was just seventeen years old. Hinton says of the inspiration behind the story:

"One day, a friend of mine was walking home from school and these "nice" kids jumped out of a car and beat him up because they didn't like him being a greaser. This made me mad and I just went home and started pounding out a story about this boy who was beaten up while he was walking home from the movies - the beginning of The Outsiders. "

When it was released, The Outsiders ' portrayal of juvenile delinquents caused controversy. However, it was wildly popular among young adults, selling over four million copies in the United States. The Outsiders earned such publicity that the pressure caused Hinton to suffer from three years of writer's block.

Over the years, The Outsiders has won various awards, including making the New York Herald Tribune Best Teenage Books List and the Chicago Tribune Book World Spring Book Festival Honor Book, both in 1967. It also won the Media and Methods Maxi Award and was named one of the ALA Best Young Adult Books, both in 1975. In 1979, it won the Massachusetts Children’s Book Award.

A film version was produced in 1983, directed by Francis Ford Coppola. It featured C. Thomas Howell as Ponyboy , Rob Lowe as Soda , Emilo Estevez as Two-Bit Mathews , Matt Dillon as Dally Winston, Tom Cruise as Steve Randle , Patrick Swayze as Darry , Ralph Macchio as Johnny Cade, and Diane Lane as Cherry Valance .

The Outsiders Questions and Answers

The Question and Answer section for The Outsiders is a great resource to ask questions, find answers, and discuss the novel.

why do you think johhny wasn't scared, depsite the obvious danger?

Johnny is a sensitive boy. He cares for others, especially those that are helpless like the children. This is perhaps because he has felt so helpless in his own childhood. It is also probable their cigarettes started the fire.

How did the Greasers react to the beatings Johnny received from his father? What evidence is there in paragraphs 1-5 that the Greasers were more deeply affected by Johnny’s beating at the hands of the Socs? Why do you think this was the case? Cite specifi

From the text:

I remembered Johnny--- his face all cut up and bruised, and I remembered how he had cried when we found him, half-conscious, in the comer lot. Johnny had it awful rough at home--- it took a lot to make him cry.

the outsiders

The Greasers have an extended family. The Curtis family have taken characters like Johnny and Two-Bit under their wing. The Socks may have money but they do not have brotherhood. Dally is doing his best to be a good father figure but their family...

Study Guide for The Outsiders

The Outsiders study guide contains a biography of author S. E. Hinton, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About The Outsiders
• The Outsiders Summary
• The Outsiders Video
• Character List

Essays for The Outsiders

The Outsiders essays are academic essays for citation. These papers were written primarily by students and provide critical analysis of The Outsiders written by S. E. Hinton.

• Analysis of the American Reality, Possibility, and Dream found in "Nickel and Dimed" and "The Outsiders"
• Stay Gold, Ponyboy: Historical Models of Childhood in S.E. Hinton’s The Outsiders
• The Socioeconomic Triggers of Juvenile Delinquency: Analysis of "The Outsiders"
• Greater Meanings in The Outsiders: A Theater, a Sunset, and a Novel

Lesson Plan for The Outsiders

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to The Outsiders
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• The Outsiders Bibliography

Wikipedia Entries for The Outsiders

• Introduction
• Major characters
• Controversy
• Critical reception

ELA  /  6th Grade  /  Unit 4: Finding Connection: The Outsiders

Finding Connection: The Outsiders

Students explore the topic of "coming of age" through the story of a young man struggling to determine right and wrong in a world defined by violence.

• Text and Materials

Unit Summary

S. E. Hinton’s 1967 novel, The Outsiders , is a classic coming-of-age story. Written when Hinton was just a teenager, the text follows the story of Ponyboy, a young teenager who has recently lost both of his parents and is being raised by his older brothers. Although the text is set in the 1960s, the emotions Ponyboy experiences are timeless and universal, as Hinton captures the inner life of a young teenage boy as he navigates the complexities of life as a “greaser” in a world prejudiced against them.  This book is a middle school “classic” for good reason: Ponyboy’s story continues to resonate with young readers, even sixty years after its original publication.

In this unit, students will closely analyze how authors develop the unique perspective of their narrator and track how characters’ perspectives change in response to specific events. They will also pay close attention to the way that authors structure text, studying “standard” narrative structures in order to better understand how individual incidents, scenes, and chapters fit together to create a cohesive narrative. Additionally, this text provides opportunities to study foreshadowing and how that literary device works to create tension in the text—and provide the reader with the opportunity for reflection on earlier events and how these events influence later outcomes. Students will also compare a film version of the core text with the original novel, thinking metacognitively about how the experience of reading is similar and different from viewing a film. This unit also includes three nonfiction texts that, in addition to providing students with a contemporary lens through which to understand the events and characters in The Outsiders , are also an opportunity to practice the skill of deciphering the meaning of words in context.

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Texts and Materials

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Core Materials

Book:  The Outsiders by S.E. Hinton (Speak, 2006)   —  750L

Supporting Materials

Movie:  The Outsiders

Poem:  “Nothing Gold Can Stay” by Robert Frost (poets.org)

Article:  “Study: Teens who expect to die young are more likely to commit crime” by The Dallas Morning News (The Dallas Morning News)

Poem:  “We Real Cool” by Gwendolyn Brooks

Article:  “At some schools, students find a place for peace” by Lolly Bowean (Chicago Tribune)

Video:  “We Real Cool”

Assessment Text:  “The War of the Wall” by Toni Cade Bambara

Rubric:  Sequel Outline and Exposition Rubric (G6, U4)

• Resource: Recommended Texts for Independent Reading

This assessment accompanies Unit 4 and should be given on the suggested assessment day or after completing the unit.

Download Content Assessment

Download Content Assessment Answer Key

Intellectual Prep

Suggestions for how to prepare to teach this unit

Before you teach this unit, unpack the texts, themes, and core standards through our guided intellectual preparation process. Each Unit Launch includes a series of short videos, targeted readings, and opportunities for action planning to ensure you're prepared to support every student.

Essential Questions

The central thematic questions addressed in the unit or across units

• How does belonging to a group shape a person’s life and identity?
• How do stereotypes and prejudices influence the way we see others and ourselves?

Enduring Understandings

• People often see others as being more different from them than they really are; these perceived differences can lead to conflict and even violence.
• All people have a desire to “belong” and form strong connections with others; for some people, friends can become a kind of family.
• It is important to look for beauty in the world, even when things seem bleak or hopeless. 

Literary terms, text-based vocabulary, idioms and word parts to be taught with the text

aloof bewilderment conviction contemptuous condemn conform delirious envision gallant grudge incredulous menace pity premonition sophisticated subside vast

Literary Terms

alliteration climax conclusion/resolution connotation denotation exposition falling action figurative language flashback foreshadowing literary device mood point of view/perspective rising action speaker structure stanza symbol tension theme thematic topic tone

To see all the vocabulary for Unit 4, view our 6th Grade Vocabulary Glossary .

Supporting All Students

In order to ensure that all students are able to access the texts and tasks in this unit, it is incredibly important to intellectually prepare to teach the unit prior to launching the unit. Use the intellectual preparation protocol and the Unit Launch to determine which support students will need. To learn more, visit the Supporting all Students teacher tool.

Notes for Teachers

Notes to help teachers prepare for this specific unit

• This book addresses a number of difficult and mature topics, including gang violence, murder, domestic violence, the death of parents, the death of friends, a police shooting/suicide by police, and PTSD/depression. There are also several scenes that include slurs and offensive stereotypes about women, indigenous people, and gay people. Although there are few truly “graphic” scenes in the text, students will very likely feel emotionally impacted by many of the events and topics described. Additionally, the nonfiction articles students read in this unit discuss issues of violence and crime today. As always, be mindful of your students’ backgrounds and life experiences and be aware that they may have strong reactions to the book. 
• Although this text was written by a woman, it is notable that there are very few female characters in the text. You may wish to have students reflect on the way that gender is portrayed in the novel, particularly the way that female characters are often treated as if they are the property of their boyfriends.
• This is a compelling text and most students will likely feel motivated to read it for homework. There is an audiobook available if some of your students need that support. Additionally, the film version follows the original text very closely (the version titled “The Full Novel” includes many scenes that were edited out of the version shown in theaters), which may be helpful for some students.

Fishtank ELA Connections

Fishtank ELA units related to the content in this unit.

This unit continues our year-long study of what it means to “come of age.” Students have explored this topic through a variety of genres and at this point in the year are beginning to develop a more nuanced understanding of what it means for a young person to navigate a complex world and declare his or her own identity. Students will be able to draw connections between each text: Kenny from The Watsons Go to Birmingham—1963 and Ponyboy each struggle to recover from trauma; Jonas from The Giver and Ponyboy both yearn for love and connection to others.

Future Fishtank ELA Connections

• 7th Grade ELA - Exploring Identity: American Born Chinese : How stereotypes shape the way a person sees him/herself
• 8th Grade ELA - Facing Prejudice: All American Boys : Police violence and divisions between people

Previous Fishtank ELA Connections

• 5th Grade ELA - Building Community: Seedfolks : Relates to themes around community connections and divisions

Explain how S. E. Hinton begins to develop the narrator’s point of view in The Outsiders .

Explain how specific sections of Chapter 2 fit into the overall structure of The Outsiders and develop the reader’s understanding of characters.

L.6.1 L.6.1.e RL.6.5

Explain how Hinton continues to develop Ponyboy’s point of view and identify how and why his point of view changes.

L.6.1 L.6.1.e RL.6.3 RL.6.6

Explain how specific scenes and lines of text fit into the overall structure of The Outsiders and move the plot forward.

• The Outsiders — Chapter 4
• The Outsiders — 00:00:00-28:49

Compare and contrast setting elements and scenes from The Outsiders with the film version and describe the experience of viewing the film.

Explain how Hinton continues to develop Ponyboy’s point of view, and identify how and why his point of view changes.

RL.6.3 RL.6.6

Determine the theme of “Nothing Gold Can Stay” and explain how poet Robert Frost uses literary devices to develop that theme.

L.6.5 RL.6.2 RL.6.4

Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change.

Explain how Hinton develops different characters’ perspectives and analyze how and why characters’ perspectives change in response to plot events.

Gather information and create an outline for a fictional diary entry written from Cherry Valance's perspective.

W.6.3 W.6.5

Draft a diary entry written from Cherry Valance's perspective, focusing on using precise words and descriptive language.

Explain how Hinton develops mood in significant scenes in this chapter, and how this chapter fits into the overall structure of The Outsiders .

RL.6.4 RL.6.5

Explain how Hinton develops Ponyboy’s point of view and his reactions to plot events.

Explain how Hinton develops Ponyboy’s perspective, and identify how and why his perspective has changed.

Identify characters' perspectives and explain how and why they change in Chapter 12 of The Outsiders .

Compare and contrast scenes from The Outsiders with the film version and describe the experience of viewing the film.

Determine the meaning of unknown words in an informational article using context clues and Greek/Latin roots.

L.6.4 L.6.4.a L.6.4.b RI.6.4

• “We Real Cool”

Explain how poet Gwendolyn Brooks uses literary devices to develop tone and meaning in the poem, “We Real Cool.”

L.6.5 RL.6.4

Determine the meaning of unknown words through context clues, and then successfully use those words in their own writing.

L.6.4 L.6.4.a L.6.6 RI.6.4

Socratic Seminar

Engage in a Socratic Seminar with peers, responding directly to others by rephrasing and delineating arguments and posing clarifying questions.

SL.6.1 SL.6.1.d SL.6.3 SL.6.4

• The Outsiders
• Sequel Outline and Exposition Rubric (G6, U4)

Unpack a writing prompt, study a mentor text, and begin to brainstorm ideas for narratives.

Create a plot outline for a sequel to The Outsiders .

RL.6.5 W.6.3 W.6.3.a W.6.5

Identify the features of a text's exposition and draft one exposition paragraph.

W.6.3 W.6.3.a W.6.3.b W.6.3.d W.6.5

Write four exposition paragraphs of a sequel to The Outsiders.

Assessment  – 2 days

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Common Core Standards

Core standards.

The content standards covered in this unit

Language Standards

L.6.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.6.1.e — Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

L.6.3 — Use knowledge of language and its conventions when writing, speaking, reading, or listening.

L.6.3.b — Maintain consistency in style and tone.

L.6.4 — Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.4.a — Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.6.4.b — Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.5 — Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.6.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Reading Standards for Informational Text

RI.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Reading Standards for Literature

RL.6.2 — Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RL.6.3 — Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.4 — Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.6.5 — Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.6 — Explain how an author develops the point of view of the narrator or speaker in a text.

RL.6.7 — Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

Speaking and Listening Standards

SL.6.1 — Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.1.d — Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.3 — Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.4 — Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Writing Standards

W.6.1 — Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.a — Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.b — Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1.d — Establish and maintain a formal style.

W.6.3 — Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3.a — Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3.b — Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3.d — Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

W.6.5 — With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Supporting Standards

Standards that are practiced daily but are not priority standards of the unit

L.6.2 — Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.6.2.b — Spell correctly.

L.6.4.c — Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6.4.d — Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.5.a — Interpret figures of speech (e.g., personification) in context.

L.6.5.c — Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

RI.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.6.2 — Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI.6.10 — By the end of the year, read and comprehend literary nonfiction in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.6.1 — Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.9 — Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RL.6.10 — By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6—8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

SL.6.1.a — Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.6.1.b — Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

SL.6.1.c — Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SL.6.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W.6.1.c — Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

W.6.1.e — Provide a concluding statement or section that follows from the argument presented.

W.6.3.c — Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.4 — Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.6 — Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

W.6.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9.a — Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").

W.6.9.b — Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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The Outsiders homework

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Outsiders Chapter Question Sets, S.E. Hinton's The Outsiders , PDF & Google Drive

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The Outsiders Novel Study Guide (Student Centered Packet)

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Printable Novel Study: THE OUTSIDERS by S. E. Hinton

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The Outsiders by S.E. Hilton Double Entry Journal

The Outsiders , SE HINTON: Song of the Day, Dealing with Loss, Characterization

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The Outsiders

What does hardened from jail mean, nothing can stay gold forever. what does robert frost mean by this and the loss of innocence, johnny’s parents quotes, what are some quotes about cherry valance in the outsiders that show she is a direct character, what is ponyboy's perspective on these groups (socials and greasers) which does he thinks is better why, summarize how ponyboy is retelling the story of johnny getting jumped, explain why johnny has decided it would be best for ponyboy and him to turn themselves in. cite at least two examples to support your thinking. write in complete sentences., how is pony's approach with girls different than dally's, explain why two bits trick on johnny was especially cruel, what does pony boy mean when he says "when your thirteen in our neighborhood you know the score", using text evidence from the book, support the inference that ponyboy might have thought johnny had been caught, or that he wasn’t coming back., what is ponyboy’s older bother's name, who quoted, "we've got to get even with the socs. for johnny.", according to bob, what is a "greaser", who is the favorite greaser and why.

In Chapter 10, what does Dally do?

In the book, the outsiders, what is a quote with two-bit's switchblade, what is the main conflict of the novel the outsiders.

How old was Dally when he died in the book The Outsiders?

In the book. the outsiders, where is the setting.

How does Pony described the gang's "tough breaks"?

Did dally want to die.

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55 Coast Guard Academy cadets disciplined for sharing homework answers

6 of the cadets caught failed the course, 48 had grades reduced.

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Fifty-five U.S. Coast Guard Academy cadets have been disciplined for sharing homework answers in violation of academy policy, Coast Guard officials announced.

After a series of disciplinary hearings, six of the cadets failed the course and 48 got lowered grades, officials said Wednesday.

US COAST GUARD VOWS REFORMS AFTER INTERNAL REVIEW EXPOSES WIDESPREAD SEXUAL ASSAULT CONCERNS

The cadets were accused of cheating by sharing answers for two separate homework assignments electronically.

The United States Coast Guard Academy is seen on Sept. 14, 2020, in New London, Conn. (AP Photo/Jessica Hill, File)

"The U.S. Coast Guard Academy is committed to upholding the highest standards of integrity, honor, and accountability," said Capt. Edward Hernaez, commandant of the academy . "Misconduct like this undermines trust and those found to have violated our principles were held accountable for their actions."

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The cadets will be provided the opportunity to appeal the disciplinary actions, officials said.

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Coast Guard Academy disciplines 55 cadets for distributing answers to homework assignments

The U.S. Coast Guard Academy cracked down on 55 cadets who were caught distributing answers “via electronic means” for two assignments, according to an academy news release .

The second-year cadets were investigated and reviewed during a series of disciplinary hearings for the “clear violation of Academy policy.”

“The U.S. Coast Guard Academy is committed to upholding the highest standards of integrity, honor and accountability,” Capt. Edward Hernaez, Commandant of Cadets, said in the statement. “Misconduct like this undermines trust and those found to have violated our principles were held accountable for their actions.”

Disciplinary actions included:

•6 cadets failed the course, and 48 cadets received lowered grades.

•11 cadets were removed from their summer battalion command positions.

•55 cadets will undergo a 20-week honor remediation program.

•55 cadets were restricted to the Coast Guard Academy.

Each of the cadets will be have a chance to appeal the disciplinary actions.

(U.S. Coast Guard)

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55 US Coast Guard cadets disciplined after cheating scandal for copying homework answers

Officials said the 55 second class cadets distributed answers for two separate homework assignments via electronic means and were disciplined..

Dozens of United States Coast Guard Academy cadets have been disciplined following a cheating scandal in which officials this week announced they copied each other's work on assignments, violating the academy's policy.

According to a press releas e from the military force of maritime professionals, 55 Second Class cadets distributed answers for two separate homework assignments via electronic means.

Details of each cadet’s respective involvement in the scheme were investigated and reviewed during a series of hearings at the academy, the release states, and each cadet was punished "on a case-by-case basis."

The academy is in New London, Connecticut, a coastal city west of the Rhode Island border.

The U.S. Coast Guard is one of the nation's six armed forces and, according to its website, the only military branch in the nation's Department of Homeland Security.

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What happened to the US Coast Guard cadets who cheated?

Consequences of their reported cheating include:

• Six cadets failed the course
• Forty eight cadets received lowered grades
• Eleven cadets were removed from their summer battalion command positions

All 55 cadets are required to undergo a 20-week honor remediation program, the release continues, and will be restricted to the academy.

Cadets involved in cheating scandal permitted to appeal discipline

The cadets can appeal their respective disciplinary actions.

“The U.S. Coast Guard Academy is committed to upholding the highest standards of integrity, honor, and accountability,” Capt. Edward Hernaez, Commandant of Cadets released in statement. “Misconduct like this undermines trust and those found to have violated our principles were held accountable for their actions.”

Natalie Neysa Alund is a senior reporter for USA TODAY. Reach her at [email protected] and follow her on X @nataliealund.

"I root for the underdog": John Magaro on playing outsiders, from "Past Lives" to "LaRoy, Texas"

The actor on his milquetoast character embracing his dark side, and balancing violence in this noirish buddy comedy, by gary kramer.

John Magaro seems to have a penchant for playing nice guys. In last year’s “ Past Lives ” he was Arthur, the understanding husband to Nora (Greta Lee), when she reconnected with her first love, Hae Sung ( Teo Yoo ). A vulnerable speech Arthur gave was among the Oscar-nominated film’s most moving scenes. 

Magaro also played mild-mannered Cookie in Kelly Reichardt’s gem of a Western, “ First Cow .” Working with King Lu (Orion Lee), Cookie steals milk from a wealthy landowner (Toby Jones) to make and sell oily cakes, which eventually gets them into a bind.

"I’m interested in the struggle of dealing with our depressions and our anxieties."

In his latest film, “LaRoy, Texas,” written and directed by Shane Atkinson, Magaro stars as Ray, a milquetoast husband whose former beauty queen wife Stacy-Lynn (Megan Stevenson) is cheating on him with his brother, Junior (Matthew Del Negro). Ray hopes to improve his marriage by getting his wife the money she needs to open a beauty salon. Just as he hits rock bottom, cash literally falls in his lap. Ray is mistaken for a hitman and asked to kill James Barlow (Vic Browder). Unexpectedly, Ray does just that in an act of self-defense. However, the murder sets off a chain of events involving a briefcase full of money, blackmail schemes  and other shenanigans. 

As Ray teams up with Skip ( Steve Zahn ), a private detective, to figure out who is after him (and what is really going on), Magaro lets his character evolve and become less passive and more self-possessed. The rapport between Ray and Skip is amusing. Likewise, the cockeyed view of these Texans, who sometimes, but not always, let other people get away with things, is endearing.

Magaro spoke with Salon about this penchant for playing humble characters and making the Southern-fried caper comedy, “LaRoy, Texas.”

What appealed to you about playing Ray who is rather passive, rather than say, the showier role of Skip? 

I’ve been acting for a while and I feel I’ve played dark characters, from school shooters to alpha-type guys, and in “Overlord,” where I played a very loudmouth New York soldier.  Recently, it’s been these kinds of sweet, passive people, but I don’t know if I am actively seeking it, but maybe it’s just coming to me and I’m responding to it. 

What I do think I respond to about these characters is the outsider status of them. I respond to outsider storytelling, and this is why I have such an affinity for indie filmmaking and this kind of scrappy indie filmmaking and first-time directors. I root for the underdog. I think that’s part of it. I’m interested in the struggle of dealing with our depressions and our anxieties. These are things that I deal with. For me, it is cathartic, in a way, to play characters who are dealing with depressions or insecurities or uncertainties in their life. Those are stories I am interested in. Beautiful people who have a lot of money — it is hard for me to sympathize with those stories. What do you have to complain about? That sounds mean. But because I don’t have those things, I find the story of the outsider more intriguing. Ray certainly is like that and very beaten down and he is in a place in in his life in complete, complete emptiness. He is pushed into these circumstances that are insane and unexpected. He changes over the course of this, and that arc is interesting to play.

I did a film called “Not Fade Away” a few years ago — which is nothing like this — about a guy who is very insecure who transcends into becoming a local rock star. There is something of that in Ray where he goes from a pushover to embracing this darkness and coming out of his shell. 

What do you think about Ray’s relationship with his wife, whom he hopes to impress by getting her money? His brother overpowers him at the business they co-own. Is he blind to all and goes along to get along to not lose what he has? 

Ray is a man who has grown up in a town and has never really left that town. He was handed a job from his family. He married a woman who went to his high school. His world is so small, and when you are from a town that is so small, where everyone knows each other, the stakes become higher. It’s not New York, where you can go from one group to another. Ray is stuck there, and he is so afraid to shake anything up. This is all he knows. He doesn’t want to rock the boat in any way. He is not an idiot. He’s not blind, but he has chosen to put blinders on. 

You have a terrific rapport with Steve Zahn as Skip. Can you talk about creating their unlikely friendship? Both men believe in the other, which is how they come to believe in themselves. 

The dynamic of these two is at the core of the story. “LaRoy, Texas” melds so many genres together — the hard-boiled noir , the dark comedy, the western, but there is also this buddy comedy component. Skip is like the brother Ray never really had. Skip believes in Ray and jokes around with him, and Ray is able to bust Skip’s chops and stand up to him. He can’t do that with his own brother, but with Skip, he can sass him back. That friendship that develops is such a fun part of the story and it was fun to play.  

Ray is at a low point when he is given an unexpected opportunity to kill James Barlow. Why do you think he acts the way he does? He becomes empowered as a result. It is not just that he is suicidal , cuckolded and broke that turns him though. Thoughts?

"I don’t understand films where it is violence for violence’s sake."

It is unexpected. I believe if that guy had not jumped in the car, Ray would have been found dead the next morning. But because of the twist of fate, he is presented with this thing. The rational thing is that he has been given some money, so it’s a bit of a reprieve; he has cash in hand so he can throw money at his wife to appease her for a little longer. But also, it gives him something to do. He gets to cosplay as a hitman for a minute, even if he has no intention of killing the guy. It takes his mind off his depression. Ray is going to step in the shoes of being a hitman, and things keep building and taking unexpected turns that send Ray on a path of ever-darkening chaos. 

What I love about “LaRoy, Texas” is that the film has the characters figuring things out as the audience does. Some information is known, some is discovered and some is surprising. Things get more complicated not clearer as Ray and Skip investigate. Can you talk about the knotty plotting? It is fun to watch Ray slowly figure things out and make some questionable decisions. We are interacting because we are invested. 

That’s the fun — you want to yell at the screen, “Don’t do that!” That lets the audience come along for the ride. What I like is that Shane [Atkinson] wrote it cleverly and lets us stay ahead of the audience and giving them clues and not letting viewers get ahead of the mystery. Because of his circumstances, Ray is forced to take his blinders off and open his eyes. There is a scene with a character where he touches on deep, complicated themes, like why stay in a relationship if you are treated so poorly? What makes us do this? It's almost like a therapy session. He is forced to open up his brain. There are a lot of parallel characters to Ray in this story. That duality of character and layers to who we are as people is such a huge component of this film. 

What can you say about fighting and using firearms as Ray does here. You don’t strike me as a violent guy, and maybe that’s the humor of things?

I am not a fan of, and I don’t understand films where it is violence for violence’s sake. These action movies where they are killing people nonchalantly . I get it, but for me, it’s disturbing. The only film I’ve killed people in was “Overlord,” and we were killing Nazis and zombies, so I didn’t feel as remorseful. In “LaRoy, Texas,” it’s a man pushed to his brink. I think it’s important, as an actor, to have that respect that if there is going to be a death, or a gun, or murder on screen, it has to have value and be earned. That’s why Ray has to go where he does. I don’t think he is a hero, and I’m glad folks stay with the story and root for him. It was hard to strike a balance of keeping him sympathetic and engaging. But at the end of the day, he does really terrible things. It’s OK to acknowledge that. It’s complicated. Like so many things in life, there are gray areas, and humans are very complex, and when pushed they can show sides of themselves that they did not know about, and that other people do not expect.

Want a daily wrap-up of all the news and commentary Salon has to offer? Subscribe to our morning newsletter , Crash Course.

This is the first feature you produced. What prompted you to start producing?  Are you looking to take on more at this point in your career?  

You do this for a long time and start to know more people and I think as actors you don’t have control. You are at the whim of yeses and nos. Actors often want to become a director or writer. Producing was what I found to help facilitate things I believe in projects I want to do. Actors come to a point in their career where they want to have more say in the stories they are telling and introducing into the world. I want to do more. I still want to continue to act, that is my primary purpose, but I definitely want to get deeper into producing and directing more. I think it’s important for creative artists to constantly be challenging themselves to be learning and attempting to do things they don’t know. It only betters you as an artist and as a person. 

“LaRoy, Texas” opens in theaters and on demand April 12.

interviews by Gary Kramer

• "Cuisine is an art": Juliette Binoche and "The Taste of Things" director make magical movie meals
• "Indigenous people rarely make it into the headlines": "Limbo" probes an aboriginal cold case
• "There will always be Holocaust deniers": How "Zone of Interest" reveals unsettling truths about us
• "Io Capitano" and migrant reality: "There is a lot of violence, but there is also a lot of humanity"

Gary M. Kramer is a writer and film critic based in Philadelphia. Follow him on Twitter .

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55 Coast Guard Academy cadets disciplined over homework cheating accusations

NEW LONDON, Conn. — Fifty-five U.S. Coast Guard Academy cadets have been disciplined for sharing homework answers in violation of academy policy, Coast Guard officials announced.

After a series of disciplinary hearings, six of the cadets failed the course and 48 got lowered grades, officials said Wednesday.

The cadets were accused of cheating by sharing answers for two separate homework assignments electronically.

“The U.S. Coast Guard Academy is committed to upholding the highest standards of integrity, honor, and accountability,” said Capt. Edward Hernaez, commandant of the academy. “Misconduct like this undermines trust and those found to have violated our principles were held accountable for their actions.”

The cadets will be provided the opportunity to appeal the disciplinary actions, officials said.

Coast Guard Academy disciplines 55 cadets for sharing homework answers

Published april 10, 2024 • updated on april 10, 2024 at 5:09 pm.

The Coast Guard Academy has disciplined 55 cadets after the cadets shared answers for two separate homework assignments, according to Coast Guard officials.

In a news release, officials said the cadets shared the answers via electronic means, but didn't specify exactly what that means.

Each cadet was investigated and reviewed during a series of disciplinary hearings held at the Coast Guard Academy in New London. Their level of involvement varied and each cadet was disciplined on a case-by-case basis, officials said.

“The U.S. Coast Guard Academy is committed to upholding the highest standards of integrity, honor, and accountability,” said Capt. Edward Hernaez, Commandant of Cadets. “Misconduct like this undermines trust and those found to have violated our principles were held accountable for their actions.”

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Disciplinary actions were handed out as follows:

• One cadet was removed from their summer academic internship
• Six cadets failed the course and 48 cadets received lowered grades
• 11 cadets were removed from their summer battalion command positions
• 55 cadets will undergo a 20-week honor remediation program
• 55 cadets were restricted to the Coast Guard Academy

The cadets will all have a chance to appeal the disciplinary actions, according to officials.

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