Question

use three of the four pieces to build a strong introductory paragraph. drag and arrange the strong pieces in the white space below.
sentence menu - drag sentences from here to use in your answer.
to empower teenagers to make their own meal choices, high schools should allow students to go off campus at lunchtime.
many students find themselves in this situation daily, stuck eating food they dont enjoy because they are not allowed to leave school during lunch.
not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home.
a student sits in a cafeteria, pushing a pile of unappetizing food around her plate.

Explanation:

To build a strong introductory paragraph, we can start with a vivid scene (the fourth sentence) to engage readers, then explain the common problem (the second sentence) and the issues with cafeteria food (the third sentence), and finally present the thesis (the first sentence) is also a way, but a more logical flow for introduction: start with the scene (A student sits...), then the common problem (Many students...), then the issue with cafeteria food (Not only is cafeteria food...), and the thesis can be used later, but since we need three, choosing the scene, the common problem, and the cafeteria food issue, or the common problem, cafeteria food issue, and thesis. Let's pick the scene, common problem, and cafeteria food issue for a descriptive intro. Or the common problem, cafeteria food issue, and thesis for a persuasive intro. Let's go with the persuasive flow: first the common problem (Many students...), then the cafeteria food issue (Not only is cafeteria food...), then the thesis (To empower...). Wait, the fourth sentence is a scene, the second is the problem, the third is the issue with food, the first is the solution. So a strong intro can be: A student sits in a cafeteria, pushing a pile of unappetizing food around her plate. Many students find themselves in this situation daily, stuck eating food they don't enjoy because they are not allowed to leave school during lunch. Not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home. (Or including the thesis: Many students find themselves in this situation daily, stuck eating food they don't enjoy because they are not allowed to leave school during lunch. Not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home. To empower teenagers to make their own meal choices, high schools should allow students to go off campus at lunchtime.) But the task is to use three. Let's choose the scene, common problem, and cafeteria food issue for a descriptive intro, or the common problem, cafeteria food issue, and thesis for a persuasive. Let's go with the persuasive one as it has a thesis. So arrange: 1. Many students find... 2. Not only is cafeteria food... 3. To empower... Wait, no, the order should be: introduce the problem, explain the issue, then present the solution. So: Many students find themselves in this situation daily, stuck eating food they don't enjoy because they are not allowed to leave school during lunch. Not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home. To empower teenagers to make their own meal choices, high schools should allow students to go off campus at lunchtime. This flows from problem to issue to solution.

Answer:

A student sits in a cafeteria, pushing a pile of unappetizing food around her plate. Many students find themselves in this situation daily, stuck eating food they don't enjoy because they are not allowed to leave school during lunch. Not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home.

(Or the persuasive version: Many students find themselves in this situation daily, stuck eating food they don't enjoy because they are not allowed to leave school during lunch. Not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home. To empower teenagers to make their own meal choices, high schools should allow students to go off campus at lunchtime.)

But since the task is to drag and arrange, the three sentences can be:

1. A student sits in a cafeteria, pushing a pile of unappetizing food around her plate.

1. Many students find themselves in this situation daily, stuck eating food they don't enjoy because they are not allowed to leave school during lunch.

1. Not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home.

Or including the thesis:

1. Many students find themselves in this situation daily, stuck eating food they don't enjoy because they are not allowed to leave school during lunch.

1. Not only is cafeteria food unappetizing to many students, but it is also often less nutritious than the meals they eat at home.

1. To empower teenagers to make their own meal choices, high schools should allow students to go off campus at lunchtime.

Either way, the key is to have a logical flow. The first option (scene, problem, issue) sets the scene and explains the problem, while the second (problem, issue, solution) is persuasive.