Read the excerpts from the beginning, middle, and end of "a genetics of justice” by julia alvarez. passage a: perhaps because i was spared, at ten, from the dictatorship my parents endured most of their lives, i often imagine what it must have been like for them growing up under the absolute rule of generalísimo rafael leonidas trujillo. passage b: i knew very little about what was actually going on in the dominican republic. whenever la situación on the island came up, my parents spoke in hushed voices. passage c: then i started to work on my second novel. my mother heard from one of my sisters that i was writing about the dictatorship. . . . days later, my mother called me up to tell me she had just finished the novel. "you put me back in those days. it was like i was reliving it all,” she said sobbing. "i don't care what happens to us! i'm so proud of you for writing this book.” question: how does the author develop the central idea across these excerpts? a. alvarez shows how, throughout her life, she learned about the dictatorship from her parents' fear of and responses to it. b. alvarez wrote about life under the dictatorship, even though doing so ruined her relationship with her mother. c. alvarez shows how her lifelong fascination with her parents' life under the dictatorship was the basis for her writing. d. alvarez shows how her mother counted on her to someday write a novel about the dictatorship.

C. Alvarez shows how her lifelong fascination with her parents' life under the dictatorship was the basis for her writing.

Explanation:

Throughout the text, Alvarez shows how her lifelong fascination with her parents' life under the dictatorship was the basis for her writing. In these lines, Alvarez demonstrates that the dictatorship was always a big part of her family's life. This led her to try to imagine what life was like in those days, and to want to know more about this mysterious and unknown topic that was nevertheless always present. This became the motivation for writing her book.

faulty parallelism is a grammar construction where there is no balance in the parts of a sentence they have a similar meaning but the grammar structure is not equivalent.

the correct version of this faulty parallelism in the sentence is:

jefferson wrote the declaration of independence, and he was the nation's third president.

the problem with the first version is that the sentence:

"jefferson was both the writer of the declaration of independence"

presents jefferson as both a subject and an agent for the verb "write" because if he was "the writer" then the declaration of independence was written by him, besides that fact, the sentence presents a dependent clause.

while the second sentence:

he was the nation's third president.

presents a basic subject+verb+object structure

so, to give a proper balance to the structure, or better said, to give a parallel structure, we must write a basic s+v+o structure in both sentences:

jefferson wrote the declaration of independence, and he was the nation third president.

this question is not school related. refrain from asking non school or academic related questions in the future.