Select the correct text in the passage.

sarah has written an outline for an essay. one of her bullet points shows that educating the public about the importance of using seat belts convinces more people to use them. in which part of the outline can this idea be found?
introduction

1. {car accidents are the leading cause of death among teens. of the teens that died in car accidents last year, more than half of them were not wearing seat belts at the time of the crash.}
seat belts may not be comfortable or feel cool to wear, but they can save lives. they reduce serious injuries and deaths by more than half. people tend to use seat belts less often if there are no seat belt laws in their state.

2. [in order to prevent injuries, there should be seat belt education in schools, laws to make citizens wear seat belts, and awareness campaigns for the public.}

body paragraph

3. {every school should have some type of health education program. this program should review the importance of healthy eating and exercise, the body systems, and refraining from drugs and alcohol. these things can protect your health and keep you safe. but car accidents are the number one killer for teenagers}.

in order to prevent deaths, seat belt education needs to be included in health education programs. when students understand the importance of wearing a seat belt, they will be more likely to wear seat belts in the car.
4. {in 1985, the ad council introduced a commercial featuring the crash test dummies. the ad said, “you could learn a lot from a dummy.” people wearing seat belts increased from 14% to 79%.}

conclusion

4. {taking the time to teach seat belt education in schools, creating laws to make citizens wear seat belts, and using awareness campaigns to educate the public can prevent injuries and deaths on the road. }

How might a reader find tables charts or graphs useful

Which statement is true of the antagonist of a character vs. nature conflict? the antagonist is generally more powerful than the protagonist. the antagonist is a person or personified object. the antagonist and the protagonist have the same values. the antagonist is always difficult to fletermine.

Read the passage, then answer the question that follows. no one could have seen it at the time, but the invention of beet sugar was not just a challenge to cane. it was a hint—just a glimpse, like a twist that comes about two thirds of the way through a movie—that the end of the age of sugar was in sight. for beet sugar showed that in order to create that perfect sweetness you did not need slaves, you did not need plantations, in fact you did not even need cane. beet sugar was a foreshadowing of what we have today: the age of science, in which sweetness is a product of chemistry, not whips. in 1854 only 11 percent of world sugar production came from beets. by 1899 the percentage had risen to about 65 percent. and beet sugar was just the first challenge to cane. by 1879 chemists discovered saccharine—a laboratory-created substance that is several hundred times sweeter than natural sugar. today the sweeteners used in the foods you eat may come from corn (high-fructose corn syrup), from fruit (fructose), or directly from the lab (for example, aspartame, invented in 1965, or sucralose—splenda—created in 1976). brazil is the land that imported more africans than any other to work on sugar plantations, and in brazil the soil is still perfect for sugar. cane grows in brazil today, but not always for sugar. instead, cane is often used to create ethanol, much as corn farmers in america now convert their harvest into fuel. –sugar changed the world, marc aronson and marina budhos how does this passage support the claim that sugar was tied to the struggle for freedom? it shows that the invention of beet sugar created competition for cane sugar. it shows that technology had a role in changing how we sweeten our foods. it shows that the beet sugar trade provided jobs for formerly enslaved workers. it shows that sweeteners did not need to be the product of sugar plantations and slavery.