Should our cafeteria keep the new healthy-lunch plan? Yes. When students eat balanced meals, they focus longer and feel better in class. In last year's district report, schools that added salad bars saw 12 percent fewer afternoon nurse visits and a 9 percent rise in homework completion. Offering fruit, whole grains, and water does not remove choice; it adds energy that helps us learn. If we want strong minds, we should choose strong fuel. Anyone who complains about the plan just wants to eat junk all day, and students who prefer fries obviously don't care about their health. Plus, the cost difference is small when we consider the benefit of better attention. Teachers already tell us they notice calmer afternoons when lunches are lighter. We ask athletes to fuel up before games; why not fuel up for algebra? Keep the healthy-lunch plan so every student has a fair shot to feel alert and ready to think from first period to the final bell.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?

Choose a book before bed. As a school librarian for 20 years, I have watched hundreds of students transform from reluctant readers into confident thinkers after making a simple nightly habit. Research shows that 15 to 20 minutes of reading can build vocabulary and reduce stress, helping your brain settle for sleep. When you read, you practice focus without the blue glow or endless scrolling that steals time. You have a clear choice: either read at least 20 minutes every night or you will fall behind everyone else. Bring a book you like—mystery, sports, graphic novels—and keep it on your pillow so the decision is easy. I have seen students return, proud to finish a series and eager for the next one, and their writing improves too. Set a small reminder, just like you would for practice or chores. This tiny routine builds a habit that lasts beyond middle school. Pick reading tonight; your future self will thank you in class tomorrow.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?

Walk past the trash cans after lunch and notice the crumpled bottles and cans that could have had a second life. Imagine those containers floating down a river, past a turtle that mistakes a shiny cap for food. That picture should make us act. If we add clearly labeled recycling bins near every exit, we can cut cafeteria waste quickly and protect our local parks. Students care; they just need a path that's easy to follow. If we don't install more bins this week, the campus will be buried in trash by summer and our community reputation will be ruined. That disaster is not a future any of us want. Recycling bins are inexpensive, durable, and simple to maintain, and they give everyone a way to help right now. Let's do the small thing that creates a big, hopeful feeling when we see a once-overflowing can now half empty.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?

Starting school 30 minutes later would make our mornings smarter. In studies from pediatric groups, middle school students who slept an extra half hour reported better mood and showed improved attention on memory tasks. Our own attendance logs show fewer tardies on days after three-day weekends. Last year, we moved first period to 8:45 for one week during testing, and scores went up, so the later start clearly caused every point of improvement. Local schools that shifted later reported fewer nurse visits in first period and more on-time homework. Even a short shift helps families with morning routines, making drop-off safer. Sleep is not a luxury; it is part of learning. That result shows what the science already suggests: rested brains learn better. A later bell does not mean less learning; it means the same learning with more focus. Coaches could still hold practice, and buses can adjust routes just as they do for weather days. Let's use the evidence we have and give students the schedule that lets them arrive awake, respectful, and ready to participate.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?

Our school should limit homework to protect students' well-being and learning. After a full day of classes, piling on hours of worksheets does not prove we're more responsible; it simply steals time from sleep, family, and reading. Imagine dragging a backpack that feels like a boulder as the sun sets, while your family eats dinner without you. Rested minds remember more, and balanced days help us arrive ready to learn. Everyone knows homework only causes stress and teaches nothing. Instead, thoughtful practice can happen during class, where teachers can answer questions and give feedback. Projects, choice reading, and in-class problem solving let us show what we know without midnight anxiety. If we shift some assignments into the school day, we will still meet standards and actually improve the quality of our work. Let's focus on smarter learning, not longer nights, so students can be curious, confident, and prepared.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?

To raise achievement, our school should create a daily quiet study block. When distractions drop, focus rises. In a student poll of 120 classmates, 84 said they concentrate better in a calm room, and teachers report that 30 minutes of uninterrupted practice boosts homework completion. Quiet time also gives space for peer tutoring and finishing labs, so fewer assignments pile up. Last Thursday, we set the chairs in rows, and the quiz average rose, so the chairs caused the improvement. That shows how small changes matter. But the real point is consistency: setting aside the same time each day trains our brains to settle, just like athletes warm up before a game. With a quiet block, students can organize binders, plan projects, and ask quick questions, turning panic into progress. Let's adopt a routine that replaces noise with attention, and watch our work get clearer and stronger.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?

Keep the arts strong at our school. A veteran art teacher with over 20 years of experience says that studio practice teaches persistence, problem-solving, and reflection—the same habits that help in science and math. When someone who has coached hundreds of students says the program builds confidence, we should listen. People who suggest trimming the art budget think creativity is a waste and want kids to stare at blank walls. That picture isn't our school. Art connects ideas, cultures, and feelings; it gives students a safe way to try, fail, revise, and try again. Performances, exhibits, and design challenges also bring families into the building and make our community proud. If we invest in supplies and showcase student work, we'll strengthen learning across subjects. Let's support a program led by experienced educators and keep creativity at the heart of our day.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?

Phones should stay in lockers during class and lunch to protect attention and friendships. Notifications are engineered to grab our eyes; even when a screen is face down, we feel the urge to check it. Studies show that when devices are out of reach, students remember more, take better notes, and participate more often. If we allow phones at lunch, soon no one will talk, then no one will make friends, then grades will collapse, and our school will close. That chain may sound dramatic, but the first link—distraction—hurts real learning. A clear policy with lockable cubbies would cut down on interruptions, stop hallway filming, and reduce lost devices. Teachers could return phones at the final bell so families can reach us after school. Let's choose a simple system that keeps our attention on people and ideas, where it belongs.

Which option correctly identifies the rhetorical device and the logical fallacy in the passage?