How does the organizational structure of the passage help develop the main idea?
Students who have classes in the science wing following swim class
do not have enough time to get to class before the bell rings. The
science classrooms and the swim locker rooms are the two farthest
points from each other in the building. In addition, students want to
drop off their heavy, wet swim bags at their lockers before heading to
sclence class. Because it would be inconvenient to lengthen the time
for students to pass between classes, I propose that students be
released from swim class five minutes before the bell rings. That way,
they will be able to make it to science class on time.
OA. The compare-and-contrast structure details the activities of
science class and swimming class in order to show that science is
more important than swimming.
OB. The problem-solution structure describes students' daily schedule
in order to identify the issues with the amount of passing time
allowed between classes.
OC. The proposition-and-support structure shares an opinion about the
length of time students are given between classes and backs it up
with examples from several different classes, including sclence
and swimming.
OD. The problem-solution structure explains why students are late to
science class in order to advise that they be let out of swimming
class earlier.