Analyzing Passage Structures and Arguments

Passage 1 argues for healthier cafeteria menus, while Passage 2 argues for reducing waste.

Passage 1 explains teen brain development, while Passage 2 explains sleep cycles.

Passage 1 promotes more nutritious breakfasts, while Passage 2 promotes community gardens.

Passage 1 urges later start times, while Passage 2 urges responsible food-waste habits.

The author describes teens dragging themselves out of bed before sunrise.

Dr. Alyssa Chen, a sleep researcher, explains that "sleep isn't optional for teenagers."

A principal states that communities can adjust to later mornings.

Students report feeling more awake after schools changed start times.

Passage 2 mainly presents a cause-and-effect pattern, while Passage 1 uses a claim-and-support structure to build an argument.

Passage 2 uses chronological order, while Passage 1 lists unrelated facts.

Passage 2 uses compare-and-contrast, while Passage 1 relies on problem-solution.

Passage 2 is organized around emotional appeals, while Passage 1 is organized around data charts.

"Every year, millions of pounds of food are wasted in our community."

"Local organizations are working to reduce food waste, and teach families to plan meals."

"Even one person making small changes, like taking only what they can eat, can help the community."

"Volunteers collect extra food from grocery stores, and deliver them to shelters."

The argument is strong because it includes expert opinions, scientific data, and real-world examples from schools that changed start times.

The argument is weak because it only uses personal stories and lacks statistics.

The argument is strong because it focuses mainly on student opinions.

The argument is weak because it does not mention any disadvantages to later start times.

Passage 1's argumentative structure shows a clear stance in favor of later start times, while Passage 2's informational structure presents facts that encourage community responsibility.

Both passages use argumentative structures to persuade readers to adopt a solution.

Passage 1 uses a neutral, informational structure, but Passage 2 strongly argues a specific viewpoint.

Both passages present only emotional appeals, making the perspectives unclear.

Passage 1 aims to inform readers about community programs, while Passage 2 argues that schools should change their start times.

Passage 1 aims to persuade readers to support later school start times, while Passage 2 aims to explain causes of food waste and encourage solutions.

Passage 1 aims to entertain readers with school stories, while Passage 2 aims to compare different types of food waste in schools.

Passage 1 aims to describe sleep habits around the country, while Passage 2 aims to persuade lawmakers to change recycling laws.

When students' brains are rested, they learn better, behave better, and feel better.

When students' brains are rested they learn better, behave better and feel better.

When students' brains are rested, they learn better behave better, and feel better.

When students' brains are rested they learn better behave better, and feel better.

The passage says fruits and vegetables are sometimes thrown away because they "look imperfect."

The passage describes a middle school "Green Team" that created a composting program in their cafeteria.

The passage lists personal opinions from students who dislike wasting food.

The passage includes national data stating that nearly 30% of U.S. food is never eaten.

The author organizes the passage chronologically to show how teen sleep habits changed over time.

The author uses a claim supported by research studies and expert statements to convince readers that later start times are necessary.

The author lists unrelated facts about school start times to show different viewpoints.

The author focuses on emotional stories to encourage readers to support earlier start times.