In a persuasive letter arguing for a later school start time, which paragraph best demonstrates a claim supported by facts and evidence?

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Multiple Choice

In a persuasive letter arguing for a later school start time, which paragraph best demonstrates a claim supported by facts and evidence?

In persuasive writing, a strong claim is supported by credible facts or evidence and tied to clear outcomes. This paragraph does that by stating a specific claim—that starting school one hour later would let students sleep longer, making them less tired and more alert in class—and backing it with research. It then connects being alert to understanding and learning, showing the cause-and-effect link between the start time and learning outcomes. The closing note that “The evidence supports this position” signals that the argument rests on data, not just opinion. That combination of a concrete claim, research-backed support, and a clear link to outcomes is what makes this the best example of a claim supported by facts and evidence. Other options either rely on questions, general observations, or unsubstantiated statements without credible backing.

In persuasive writing, a strong claim is supported by credible facts or evidence and tied to clear outcomes. This paragraph does that by stating a specific claim—that starting school one hour later would let students sleep longer, making them less tired and more alert in class—and backing it with research. It then connects being alert to understanding and learning, showing the cause-and-effect link between the start time and learning outcomes. The closing note that “The evidence supports this position” signals that the argument rests on data, not just opinion. That combination of a concrete claim, research-backed support, and a clear link to outcomes is what makes this the best example of a claim supported by facts and evidence. Other options either rely on questions, general observations, or unsubstantiated statements without credible backing.

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