which statement primarily appeals to logos, or reason, to support the position that high schools should…

which statement primarily appeals to logos, or reason, to support the position that high schools should start later in the morning? it is to be expected that high school students should be tired at eight in the morning: they have exhausting extracurricular activities in the evening and hours upon hours of homework to complete lasting late into the evening. some of my first - period students appear to be exhausted in the mornings, which i know, in my experience as a high school teacher, impairs their ability to learn. an early start time can have a significant negative effect on teens health, studies have shown, making students more likely to perform poorly academically.

which statement primarily appeals to logos, or reason, to support the position that high schools should start later in the morning? it is to be expected that high school students should be tired at eight in the morning: they have exhausting extracurricular activities in the evening and hours upon hours of homework to complete lasting late into the evening. some of my first - period students appear to be exhausted in the mornings, which i know, in my experience as a high school teacher, impairs their ability to learn. an early start time can have a significant negative effect on teens health, studies have shown, making students more likely to perform poorly academically.

Answer

Answer:

An early start time can have a significant negative effect on teens' health, studies have shown, making students more likely to perform poorly academically.

Brief Explanations:

Logos relies on facts and evidence. This statement uses "studies have shown" (a form of evidence) to support the claim about the negative impact of early start times on teens' health and academic performance, which is an appeal to reason/logos. The first statement is more of a descriptive observation without citing evidence like a study. The second statement uses the teacher's personal experience (ethos - appeal to credibility of the teacher) rather than objective evidence (logos).