Question

"Pride of Community High Schools Can Be Again" by Robert Balfanz and John Bridgeland Passage 1 We need an initial focus on the approximately 800 traditional high schools that will be identified this October as graduating 67 percent or fewer of their students under the Every Student Succeeds Act (ESSA). The good news is that ESSA not only requires States to identify and have evidence-based plans to reform these schools, but also provides historic levels of resources to support such reinvention. Reform efforts need to be about the community’s future, not past school failures. At the same time, the evidence base for what works in high school reform has grown considerably in the last twenty years and should be used to provide a solid foundation for local innovation. Focus must also be given to the development of the whole child— with school climates and classrooms that foster the social, emotional and academic dimensions of learning. The evidence is overwhelming that such integration boosts student outcomes, from attendance to graduation to college and workforce success. And surveys show that principals, teachers and the students themselves want such a focus on their complete development. "Billionaire Space Race Giant Leap for Pollution" by Katharine Gammon Passage 2 The Japanese billionaire Yusaku Maesawa spent an undisclosed sum of money with SpaceX in 2018 for a possible future private trip around the moon and back. And this June, an anonymous space lover paid $28m to fly on Blue Origin’s New Shepard with Bezos—though later backed out due to a “scheduling conflict.” But this launch of a new private space industry that is cultivating tourism and popular use could come with vast environmental costs, says Eloise Marais, an associate professor of physical geography at University College London. Marais studies the impact of fuels and industries on the atmosphere. . . . The carbon emissions from rockets are small compared with the aircraft industry, she says. But they are increasing at nearly 5.6% a year, and Marais has been running a simulation for a decade, to figure out at what point they will compete with traditional sources we are familiar with. “For one long-haul plane flight it’s one to three tons of carbon dioxide [per passenger],” says Marais. For one rocket launch 200–300 tonnes of carbon dioxide are split between 4 or so passengers, according to Marais. “So it doesn’t need to grow that much more to compete with other sources.” Use the passages to answer the question. Select Passage 1 and Passage 2. Drag each item to compare the two passages. You may use some choices more than once. Formal style Makes declarative statements about what is required Argues authors’ own beliefs Relies on arguments of experts Uses the word could instead of must to show objectivity Informal style

Answer 1

Here is a comparison of the two passages using the specified items:

**Passage 1: "Pride of Community High Schools Can Be Again" by Robert Balfanz and John Bridgeland**

1. **Formal style** - The passage employs a formal tone, focusing on educational reform.
2. **Makes declarative statements about what is required** - The authors outline the necessity of focusing on high schools with low graduation rates and the need for effective reform.
3. **Argues authors’ own beliefs** - The authors advocate for a community-focused approach to education reform, illustrating their beliefs on holistic student development.
4. **Relies on arguments of experts** - They reference evidence-based plans and research in high school reform.
5. **Uses the word could instead of must to show objectivity** - This does not apply to Passage 1, as the authors are more prescriptive.

**Passage 2: "Billionaire Space Race Giant Leap for Pollution" by Katharine Gammon**

1. **Formal style** - The passage maintains a formal tone, discussing the environmental impact of private space travel.
2. **Makes declarative statements about what is required** - It presents factual information about carbon emissions from rockets and the trend of increasing emissions.
3. **Argues authors’ own beliefs** - While the passage conveys concerns about environmental impacts, it primarily presents information rather than explicit beliefs.
4. **Relies on arguments of experts** - The passage cites Eloise Marais, an expert in geography, and uses her research to support its claims.
5. **Uses the word could instead of must to show objectivity** - The use of the word "could" appears in relation to the implications of growth in rocket emissions.

This framework allows you to understand and compare the two passages based on their styles, approaches, and use of language.