Part B: How does the author of Passage 1 most effectively develop her primary claim? Choose two options. A) She includes stories from individual students who have experienced later start times.
B) She cites experts who track the effects of school start times on teenagers.
C) She explains the negative effects later start times have on transportation companies.
D) She explains how different age groups of students would be impacted by changing school start times.
E) She highlights the positive effects later start times have had in specific school districts.
F) She includes quotations from teachers who have been advantaged by later start times.

Read these sentences from the first section of the article. because of this novel characteristic which singles out washington from other cities, coupled with the fact that the trees are now in full splendor, a short history of their appearance in the capital city is of interest. the first cherry trees were planted in washington by mrs. taft's request on april 4, 1909, just a month after she first made her home in the white house. what is the most likely reason why cobb includes these sentences in the first section? a- to establish himself as a credible authority on the topic of cherry trees b- to state the central idea and begin the narrative of how the trees arrived in washington, d.c. c- to create a sensory image for readers who are not familiar with cherry trees d- to build suspense as to how so many cherry trees arrived in washington, d.c.

Why might a reader look for an idea that is restated? to craft a summary of the article to find the subheadings in the article to identify the article's main idea to locate the article's key support

Compare and contrast spoon river anthology