Question

This question has two parts. First, answer Part A. Then, answer Part B.

Part A
How is the perspective of the author of Passage 2 different from that of the author of Passage 1?
She is optimistic about the impact scheduled breaks can have on student health.
She is unsure whether learning breaks for students will have a positive, long-term effect.
She is concerned about whether outdoor breaks are age-appropriate for high school students.
She is excited to work with school officials to create breaks that are appropriate for different grade
levels. In high schoolers recess benefit or brain drain

Answer 1

The perspective of the author in Passage 2 is optimistic and proactive, while the author in Passage 1 is concerned about the appropriateness of outdoor breaks for high school students.

Step-by-step explanation:

The perspective of the author of Passage 2 is different from that of the author of Passage 1. In Passage 2, the author is excited to work with school officials and create breaks that are appropriate for different grade levels. This shows optimism and a proactive approach in addressing the issue of breaks for students.

On the other hand, in Passage 1, the author is concerned about whether outdoor breaks are age-appropriate for high school students. This shows a different perspective as it focuses on the appropriateness of a specific type of break for high school students.

The perspective of the author of Passage 2 differs from that of the author of Passage 1 in that she is optimistic about the impact scheduled breaks can have on student health. Whereas the author of Passage 1 may reflect concerns or divergent views about such practices, the author of Passage 2 believes in the benefits that scheduled pauses in the academic day can offer students. The correct option reflecting the perspective of the author of Passage 2 is that she is optimistic about the impact scheduled breaks can have on student health.