Read the two passages about school uniforms. passage 1 school uniforms could alter students’ attitudes toward their education. if students wear the same clothing each day, they will not have to think about what to wear on a daily basis. in addition, having a uniform could boost students’ confidence and reduce envy or embarrassment. conforming to one uniform might also students fit in more easily. passage 2 school uniforms have no place in education, especially since we are trying to instill the principles of individuality and diversity in our children. school uniforms destroy students’ abilities to be themselves. i have seen schools where uniforms are required; the students’ faces tell the whole story. by enforcing uniforms in school, we are clearly not giving students a choice in what they wear. but when we take away choice, more than just choice is lost. which statement best compares how the authors develop their arguments? passage 1 uses a logical approach, while passage 2 contains appeals to emotion. passage 1 uses an emotional appeal, while passage 2 uses mainly understatement. passage 1 uses empirical evidence, while passage 2 relies on logical evidence. passage 1 uses an ad hominem attack, while passage 2 has a bandwagon appeal.

A) Passage 1 uses a logical approach, while passage 2 contains appeals to emotion.

Explanation: when writing an argument with the goal of trying to convince an audience of an opinion (usually about a controversial topic), there are many different rhetorical devices that we can use, but two of the most common are appealing to logic and appealing to the audience's emotions. The first passage uses a more logical approach, explaining the benefits the use of school uniforms could have in the students' education. On the other hand, the second passage uses an appeal to emotion, by expressing the negative impact on the students' individuality that uniforms would cause.

1. read the following excerpt from franklin d. roosevelt's "fireside chat 19":

on the other side of the picture, we must learn also to know that guerilla warfare against the germans in, let us say serbia or norway, us; that a successful russian offensive against the germans us; and that british successes on land or sea in any part of the world strengthen our hands.

remember always that germany and italy, regardless of any formal declaration of war, consider themselves at war with the united states at this moment just as much as they consider themselves at war with britain or russia. and germany puts all the other republics of the americas into the same category of enemies. the people of our sister republics of this hemisphere can be honored by that fact.  

the true goal we seek is far above and beyond the ugly field of battle. when we resort to force, as now we must, we are determined that this force shall be directed toward ultimate good as well as against immediate evil. we americans are not destroyers — we are builders.

analyze the effectiveness of this excerpt. how does it function within the speech as a whole? how does the structure of the excerpt to convey the speech's purpose and key points? support your argument with evidence from the speech. (10 points)

its everything except for telling nonfiction and using first person