That’s the gory moment when your body snaps into two segments, breaking apart at your midsection. upon falling further, the difference in gravity continues to grow, and each of your two body segments snaps into two segments. shortly thereafter, those segments each snap into two segments of their own, and so forth, and so forth, bifurcating your body into an ever-increasing number of parts: 1, 2, 4, 8, 16, 32, 64, 128, etc. after you’ve been ripped into shreds of organic molecules, the molecules themselves begin to feel the continually growing tidal forces. eventually, they too snap apart, creating a stream of their constituent atoms. and then, of course, the atoms themselves snap apart, leaving an unrecognizable parade of particles that, minutes earlier, had been you. which statement best describes how the author conveys the message that humans are no match for the power of a black hole?

He personalizes the experience for the reader and uses vivid imagery to create a clear mental picture.

Explanation:

The speaker in the excerpt shown above uses a descriptive, adjective language to describe what happens when humans come into contact with a black hole. The adjective-laden language creates multiple images in the reader's mind, causing the reader to create multiple mental images and see everything the author is describing. In other words, we can say that the author conveys the message that humans are no match for the power of a black hole by personalizing the reader's experience and using vivid images to create a clear mental image.

this program currently is reviewed as “no” for this criterion because although there is a list of text selections, there are no identified text complexity levels for qualitative or quantitative placement. while texts are arranged around historical themes and support building of knowledge based on philosophical assumptions of the time periods, there is no evidence of the use of anchor texts within each unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs. text-dependent questions (non-negotiable) this program currently is reviewed as “no” for these criteria because at least 80% of all questions in the materials are not text-dependent questions as required by the indicator; the questions may ask students to display knowledge of concepts of themes, but the assessments do not consistently ask students to make connections with the texts within a unit. since these materials received a “no” for this indicator, the current weakness will likely remain and should be addressed by adjusting or supplementing with stronger programs