In the essay “Why Schools Should Start Later in the Morning”, author Emily Richmond argues to persuade the public to begin school at later times. Richmond is passionate about her cause and manages to create a strong argument by using expert opinion, refuting the counterclaim, and compelling consequences to strengthen it and create a more persuasive tone. Ms. Richmond uses expert opinion throughout her argument to assist her by providing facts that help her make her point. Ms. Richmond begins by quoting Anne Wheaton, a lead author and epidemiologist of the CDC’s Division of Population Health, who says, “Getting enough sleep is important for students’ health, safety, and academic performance,” (qtd. in Richmond). This shows how Richmond is passionate
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Richmond acknowledges the outcomes associated with sleep deprivation. Richmond quotes both the CDC and The American Academy of Pediatrics who say, “… significant risks that come with lack of sleep, including higher rates of obesity and depression and motor-vehicle accidents among teens as well as an overall lower quality of life” (qtd. in Richmond). Richmond adds this consequence to appeal to the reader’s emotions; she knows that the audience will be moved by these statistics. This quote persuades the reader to feel as if they must do something to prevent this from happening, strengthening her argument. Likewise, Richmond incorporates positive consequences. Richmond adds alludes to data from the University of Minnesota’s Center for Applied Research and Educational Improvement, that states, “… shifting the school day later in the morning resulted in a boost in attendance, test scores, and grades in math, English, science, and social studies. Schools also saw a decrease in tardiness, substance abuse, and symptoms of depression. Some even saw a dramatic drop in teen crashes” (qtd. in Richmond). Richmond knows that the audience will most likely agree with her if, they find out all the benefits to delayed school times. Readers feel affected by this because now they know how to increase grade scores, attendance, and possible save lives. Ms. Richmond shares her knowledge
Richmond acknowledges the outcomes associated with sleep deprivation. Richmond quotes both the CDC and The American Academy of Pediatrics who say, “… significant risks that come with lack of sleep, including higher rates of obesity and depression and motor-vehicle accidents among teens as well as an overall lower quality of life” (qtd. in Richmond). Richmond adds this consequence to appeal to the reader’s emotions; she knows that the audience will be moved by these statistics. This quote persuades the reader to feel as if they must do something to prevent this from happening, strengthening her argument. Likewise, Richmond incorporates positive consequences. Richmond adds alludes to data from the University of Minnesota’s Center for Applied Research and Educational Improvement, that states, “… shifting the school day later in the morning resulted in a boost in attendance, test scores, and grades in math, English, science, and social studies. Schools also saw a decrease in tardiness, substance abuse, and symptoms of depression. Some even saw a dramatic drop in teen crashes” (qtd. in Richmond). Richmond knows that the audience will most likely agree with her if, they find out all the benefits to delayed school times. Readers feel affected by this because now they know how to increase grade scores, attendance, and possible save lives. Ms. Richmond shares her knowledge