Funding the Arts Over the past few years there has been a steady erosion of available funds for arts programs within public schools. Music in particular has been hit hard. Perhaps parents and school officials feel music programs are more of an accessory than anything else. However, these programs provide valuable resources for students.
First, numerous studies have been done showing that prolonged enrollment in music programs improves grades for students. Other studies show that playing an instrument improves critical-thinking and socializing skills. Also, data is available that shows that students who play a musical instrument for an extended period of time are twice as likely to attend and graduate from college as non-musical students. Critics argue that music programs are overly expensive, but this is just not true. Although the cost of starting a music program from scratch can be expensive, over time this cost drops dramatically. Also, if schools sell tickets for seasonal concerts, music programs can actually bring in a profit.
Therefore, because music programs improve student grades, enhance critical-thinking skills, increase college graduation rates, and remain relatively inexpensive, we should not cut music from our schools.

Type your response in the box. The author argues that arts programs benefit students. Identify and explain the reasons used to support the argument. Determine whether the evidence is relevant and convincing. Use details from the passage to support your response.

Chicago by carl sandburg hog butcher for the world, tool maker, stacker of wheat, player with railroads and the nation's freight handler; stormy, husky, brawling, city of the big shoulders: they tell me you are wicked and i believe them, for i have seen your painted women under the gas lamps luring the farm boys. and they tell me you are crooked and i yes, it is true i have seen the gunman kill and go free to kill again. and they tell me you are brutal and my reply is: on the faces of women and children i have seen the marks of wanton hunger. and having answered so i turn once more to those who sneer at this my city, and i give them back the sneer and say to them: come and show me another city with lifted head singing so proud to be alive and coarse and strong and cunning. flinging magnetic curses amid the toil of piling job on job, here is a tall bold slugger set vivid against the little soft cities; fierce as a dog with tongue lapping for action, cunning as a savage pitted against the wilderness, bareheaded, shoveling, wrecking, planning, building, breaking, rebuilding, under the smoke, dust all over his mouth, laughing with white teeth, under the terrible burden of destiny laughing as a young man laughs, laughing even as an ignorant fighter laughs who has never lost a battle, bragging and laughing that under his wrist is the pulse. and under his ribs the heart of the people, laughing! laughing the stormy, husky, brawling laughter of youth, half-naked, sweating, proud to be hog butcher, tool maker, stacker of wheat, player with railroads and freight handler to the nation. which type of figurative language does the poet use most often in "chicago"? a. rhyme b. simile c. metaphor d. personification

How can the passage best be revised to eliminate logical fallacies and improve clarity

Hich is an example of a compare and contrast text structure? a cinquain poem differs from a diamante poem in the number of lines and the approach to subject matter the first step to writing a cinquain poem is to choose a one-word subject to use as the first line if having trouble writing poetry begin with an easier format such as cinquain or diamante it is best to write a diamante poem for the class project because its format fits the subject matter well