Is it homework itself that causes stress, or the way it's assigned? My opponent will point to overloaded students, and that's fair. But that's an argument for better limits, not for scrapping homework. A modest, well-designed task helps students practise and build independence, which actually lowers stress later. The real third way is quality and balance: less busywork, more purposeful practice. So the motion overreaches by blaming homework in general instead of poor homework.

A student who gets one focused task, with clear purpose and a reasonable time limit, often ends up less stressed, not more. My opponent is right that a seven-hour school day plus endless assignments can harm sleep and mental health. But that's excessive homework, not homework itself. The motion says homework causes stress instead of helping, and that's too absolute. The third way is real: cap the time, make it purposeful, and give support. So the other side has described a design problem, and I'm arguing about the fix.

The other side is right that too much homework can hurt sleep and health. But notice what that proves: the problem is dosage and design, not homework itself. A focused task with a clear purpose and a time cap helps students practice independence, and that usually lowers stress later, not raises it. The motion says homework causes stress instead of helping, which is too absolute. The real third way is simple: less busywork, more purposeful practice, and honest limits. The other side has described a fixable flaw, and I am arguing about the fix.