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TrevorBunce

Mr.Salow

English11

Nov1915
Schoolstarttimes

Schoolstarttimesusedeductivelogicandrelyonpathosareverybiasedaboutthetopic
therearguingabout.Somearticleswillmakeyoufeelbiasonwhattimeschoolstartssinceit
onlytellsyoubadnegativethingsabouttheother.Differentarticlesusepathostomakeyoufeel
acertainwayaboutaarticle,makingyouforthearticleoragainstthatarticle.Insomecases
thesearticleswilluselogicthatisbias,thatisonlyforonesideoftheofwhattimeschools
shouldstartat.Neithersidehas100%evidenceonwhattimeshouldstartbuttheybothhave
differentopinionsonwhattimeishealthyornot,orwhatisgoodforyouornot.Bothsideshave
evidencethatisconvincingbutmostlyrelyonpathos.Sometimespathosisbetterthenevidence
whenitisdealingwithkids,kidsseemseasytotrickordon'talwaysknowwhat'shappening.So
whenyou'retalkingaboutkidsyouremotionmaygetthebetterofyouthentheevidenceor
logic.Alltheevidencereliesyouremotion,Ifyoufeelbadbecauseyourkidwakesuptired,you
willingtobelievethatanearlystartisbad,andifyourkidstartslateandendslateandcan'tdo
manythingsafterschoolyoumaythinkit'swrong.
ArticlesUsesPathosbystatingthatschoolsstarttoearlyforthechildrentowake
uptooearlyortherebrainfunctionisn'tatitsfullpotential.Theyusedeductivelogicby
sayingtheearlyyoustartthelesstimeyouhaveyourbrainfunctionatfullpotential
whichmeansyou'renotlearningeverythingthatisnecessaryandmayleadtoabad

grade.Atschoolyouwantwhatisbestforyou,youwanttomakesurethatyou'reready
forwhatcomesatyou,youwanttobepreparedforthedayaheadofyou.Articlesyou
pathostomakeyouwanttomakeaemotiondecisionnotreallyalogicalononstart
times.
Schoolstartstooearlyinthemorning,teachersandstudentsarebytheendoftheday.
Studentsdon'trememberhowtodoworkordon'thaveenoughenergytodohomework,teachers
haveafamilyandaretiredofschoolandhaveotherworktodosogradingworkisnotimportant
enoughtograderightaway.
Thisarticleusespathosbysayingstudentsaretired(
Scott
)Giventhesefindings,itisnot
surprisingthatalargenumberofstudieshavenowdocumentedthattheaverageadolescentis
chronicallysleepdeprivedandpathologicallysleepy.Thisusespathosbecauseitsaysdeprived
whichmakesyouthinktheyaresufferinginawaywhichprettybad.Whenyouthinkof
sufferingitsoundsbadorharsh.
Itsuseslogos(
Walker
),Highconflicthomesmaycontributeto
sleepdisruptionsinsleepyearslater,thismeansthatahighconflicthomemaynotgetmuch
sleepsincetherearethingsgoingone.Ahighconflicthomemaybemoreimportanttoastudent
thendoinghis/herwork,theymayhavetohelptheirsiblingsorfendforthemselves.School
mightjustbeaoptionnotanecessitytothem,Theyhavemoreimportantthingtodothengoto
schoolsincetheyarejusttryingtomakeendsmeet.Whenyouhearahighconflicthomeituses
pathos,itmakesyoufeelsympatheticforthatpersonorkid.(
Owens,JudithA
)During
Adolescencesleepregulationschange.Inthearticleituseslogicbysaying,Onapracticallevel,
thismeansthattheaverageadolescenthasdifficultyfallingasleepbefore11
PM
,andtheideal
waketimeisaround8
AM
,Thisisprettyearlyinthemorningandstudentsarefinearound8.

ThismeansthattheMostkidsarecapableofgoingtoschoolearly.Thisarticleislogicalsinceit
usesaverageadolescentwhichwouldhelpandfigureoutagoodstarttimefortheaverage
student.
somearticlesuselogicbysayingschoolstartstoearlierbutyougettogetoutearly.
Articlessayschoolstarttimedoesnotaffectthebrainfunctionorcapabilityduetoaearlystart
time.Theearlieryoustartthefasteryoucandosomethingelse,workorsports.Theearlyyouget
outofschoolthemoretimeyoucandowhatyouneedtodo.
Theearlierschoolstartsthefasteryoucanlearnwhatyouhaveto,theearlieryougetout
theearlieryoucancandosportsorsomeextracurricularactivities,themorefreetimeyouhave
todowhatyouwantorwhatyouneedtodo.Themoretimeyouhavetodowhatyouwantorthe
moretimeyoucanspendwithyourfamilyandfriends.
Thisarticlestated(
Lamberg
)Thebrainiscapableoffunctiontolearninearlymorning,
thisuseslogicbecausethebrainabletofunctioninthemorningandcanlearnandretainwhatit
needsto.Thiswouldmeanschoolstarttimesdonotnecessarilyaffecttheabilitytolearnwhat
youhavebeentaughtatschool.Thisarticleusedmoreoflogicthenpathos,theydidresearchon
differentstudentsanditdoesn'tmakeyoufeelbiasaboutwhatsideoftheargumentyou'reon.It
alsosays,Thebrain'scapacitytocomprehendproblemsinthemorningaregood.Thismeans
yourbraincanfunctiongoodenoughinthemorningtoretainwhatyouarelearningwhichmeans
youcanapplywhatyoulearnanduseit.Ifthebrainisabletofunctionintheearlyorlate
morningschoolstarttimescouldbelateorearly.Thisarticlejusttellsyouwhatthebrainis
capableofinthemorning.

Articlesstatethattheirsideisright,wakinguptooearlydoesn'tletthebrainfunctionto
itsfullcapacityandthatanearlystartisfineforthebrain.Toearlyofastartdoesn'tgiveyour
brainenoughtimetofunctionproperly.Plusalaterstarthelpsthebrainfunctiontoitfull
potential.
Schoolstartstooearlyforyourbraintofunctionproperly.Sinceyougotoschoolearly
you'retiredanddon'treallypayattentionwhichmeansyouhaveahardtimeinclass.
Schoolstartslateryouunderstandwhat'sgoingoninclass.Thesportsyouplayedhavebeen
canceledsinceyougetouttoolate,everythingyouusedtoafterschoolyoucan'tdosinceyou're
gettingoutsolate.Butyouknowandunderstandwhatishappening.
thisarticleusedlogic(
Danner,Fred,
)Thebraincanbeatfullfunctionaround7.This
meansschoolscanstartatnormaltimewithoutaffectingthebrainoraffectingyourafterschool
activities.Ifthebraincanfunctionaround7itshouldn'tmatterwhattimeschoolstartssinceyour
brainisreadyandcapableoflearning.ItalsosaysStartingaroundtenwillgivethebrainfull
comprehension.Thismeansyouwouldhavefullcomprehensionofwhatyourlearning.This
articlemakesyouwanttostartlaterinthedaysinceitseemsbeneficial.(
Wolfson,AmyR.,and
MaryA.Carskadon.
)
Thisarticleuseslogosorevidenceis,TheNationalSleepFoundation
SleepinAmericaPollfoundthatbythe12thgrade,75%ofstudentsselfreportedsleepdurations
oflessthan8hoursofsleeppernightcomparedwith16%ofsixthgraders.Thisarticledida
surveyonwhatgradesfeelliketheyarenotgettingenoughsleep.12thfeltliketheyarenot
gettingenoughsleeptogoschoolearlybutmost6thgradersfeellikeaearlymorningstartis
fine.Whenitsays75%of12gradesfeelliketheyarenotgettingenoughsleepitalsousespathos
becauseitnotjustafewstudents,itisalmostmostofthem.

Whetherornotwakingupat6to7everydayisgoodorbadforyou,therearearguments
onbothsides.Thereisplentyofevidenceoneithersideforyoutochoose,Butsomeofthe
evidencemaybeabitmoredramaticthanothers.Bothsidesofwakingupearlyornothave
evidenceonwheresomeoneaskedwhattimedoyougotobed,andwhattimeyouwakeup.
Mostteenagesdontgotobedearlyenoughtogotoschoolearlybutalotgotosleepearly
enoughtogetup.Someschoolshaveswitchedtolaterstarttimesbutthemajorityofschools
startearlyinthemorningandendearlyintheafternoon.Allpeoplehavetheiropinionsabout
whattheythinkschoolsshoulddotoimproveacademicperformance.Whetherornotearlyor
latestarttimesarebadforstudentsmostofthearticlesIgotmyinformationfromaretryingto
dowhat'sbetterforthestudents.

WorksCited
Owens,JudithA.,KatherineBelon,andPatriciaMoss."Impactofdelaying
schoolstarttimeonadolescentsleep,mood,andbehavior."
Archivesofpediatrics&
adolescent\medicine
164.7(2010):608614.
Miskell,Courtney."Shouldkidsbesleepingtheirlifeaway?."

Wolfson,AmyR.,andMaryA.Carskadon."ASurveyofFactorsInfluencingHigh
SchoolStartTimes."
NASSPBulletin
89.642(2005):4766.

Lamberg,Lynne."Pediatricsleepmedicinecomesofage."
JAMA
293.19(2005):
23272329

Walker,SherryFreeland."HighStakesTesting:TooMuch?TooSoon?."
State
EducationLeader
18.1(2000):n1.

Scott,Caitlin."ExpandingRestructuringandTakingonHighSchools:AnNCLB
FollowupReportinMichigan."
CenteronEducationPolicy
(2009).

Wolfson,AmyR.,andMelissaRichards."Youngadolescents."
Sleepanddevelopment
familialandsocioculturalconsiderations
(2011):265298

Danner,Fred,andBarbaraPhillips."Adolescentsleep,schoolstarttimes,andteenmotor
vehiclecrashes."
Journalofclinicalsleepmedicine:JCSM:officialpublicationoftheAmerican
AcademyofSleepMedicine
4.6(2008):533.