Answer:
You can use the following three ideas:
Concept:
1) Strong ideas are disruptive in unique ways/unexpected ways.
Writing process:
2) Successful strong ideas attract the attention of the reader without confusing them, and leads them to re-evaluate a certain aspect of the reality evoked by it.
3) Strong ideas have to be handled carefully to prevent confusion or lack of specificity.
Explanation:
1) Strong ideas are meant to shake the reader. They ought to either challenge previous ideas about a certain topic or propose a whole new different way to assess said topic or phenomenon. The quality of strenght is attributed to an idea when it has the potential to renovate a traditional concept or assessment criterion.
2) If the idea is truly strong, then the reader is probably going to be bewildered at first. It has to be clear enough to prevent undesired effects such as distraction and confusion, and achieve engagement. If the reader is "hooked up" satisfacotorily, then a reflective process is going to begin so that they can connect the new, strong idea to the reality they know.
3) A strong idea needs to be explained, either by implicatures or expressively, through sufficient means to be clear to the reader. If the idea is meant to provoke an ambiguous effect, then the attention to detail in this aspect needs to be stronger.
Answer:
you can not vote if you lost your card.
all of the above, because if you volunteered to read the passage to the class, then you would still need to do the work. And if you are listening you have to listen for those main ideas and such, and speaking is pretty much the same as reading.
1.concerning the writing, study, or content of literature, especially of the kind valued for quality of form.
"the great literary works of the nineteenth century"
synonyms: written, poetic, artistic, dramatic
"literary works"
2.
(of language) associated with literary works or other formal writing; having a marked style intended to create a particular emotional effect.
synonyms: formal, written, poetic, dramatic; More
I believe these parts provide direct characterization: "<span>Endowed with commonsense, as massive and hard as blocks of granite, fastened together by stern rigidity of purpose, as with iron clamps, he followed out his original design, probably without so much as imagining an objection to it."
The writer clearly and directly describes the character's personal features, as well as his internal motivation for an action. It is opposed to indirect characterization, where we can grasp the character's traits or motivation through his/her actions or speech.</span>
