These are questions that are not answerable with finality in a single lesson or a brief sentence—and that's the point. Their aim is to stimulate thought, to provoke inquiry, and to spark more questions, including thoughtful student questions, not just pat answers. They are provocative and generative.
A connotation is a word that suggests a meaning as to its literal meaning. An example would be pus immediately we thing of it as a negative or even icky word and it has a negative or "pejorative" connotation, when it is really a thick, yellow thing from a infected wound.
The option that best describes the use of rhetorical elements in the passage is the following:
B. Loaded language appeals to the audience's emotions.
Loaded language is the use of words that have strong connotations with the purpose of evoking feelings and emotions in the audience.
The author of the passage we are analyzing here uses loaded language when discussing the use of pesticides and the adaption and evolution of insects.
Words such as "war", "violent crossfire", "deadlier", and "triumphant vindication" help depict a horrible image of destruction. It sounds as if the author is describing a battle rather than the use of pesticides.
The author's intention is precisely that: to associate war and pesticides. That way, she can evoke certain emotions in her audience.
<u>No one likes war, killing, and death</u>. Thus, if that is what pesticides mean, <u>no one will like them either.</u>
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