WU Athletes as Role Models Paper

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Instructions for the Body of the Researched Argument Regardless of whether you use the Classical or Rogerian structure, the purpose of the Body of an Argumentative Research Paper is essentially the same—to prove your point. The order and style of information presented, however, changes. In the Classical structure, the author presents his/her arguments in support of the thesis first and addresses the opposition second, specifically for the purpose of refutation. In the Rogerian structure, the author summarizes the opposing side’s arguments first, and then issues a statement of understanding. The author of a Rogerian argument posits his/her own interpretation second. This is a softer approach and is meant for arguments that may require compromise. The Body/Discussion’s main purpose is to: 1. Establish the academic conversation that already exists regarding your topic. The Body/Discussion presents the current state of the research and developments regarding your topic. 2. Clearly articulate your arguments. Your argument will be developed in the Body/Discussion section through research and your ability to tie it together. In your Arguments in support of your topic, whether you address these in the first or second half of your paper, follow the following 12 directions. 1. Focus on at least three major issues found in the research. a. If you do three issues, you are following the model of the five-paragraph essay, but on a larger scope. Three may be the number that you choose, but remember that you may choose four or five issues, depending on the complexity of your credible claim/argument. 2. Answer: “Which questions are scholars and professional asking? How are they going about their research?” a. Remember to keep this focused on your topic, as specificity is strength. i. In the section, if you are making general statements that are unsupported by evidence, you are not convincing the audience. ii. Your evidence must be compelling. 3. Write seven-eight pages, correctly documented, and free of unsubstantiated personal opinion. (This task will be split over Weeks 4 and 5.) a. Give the reader an objective account of the current state of research as it relates to the topic. b. Show connections between researchers, scholars, and writers. c. Explore and report on the similarities and differences in the current research. 2 d. Comment on any “gaps” or “holes” in the current research, but not to the extent where you render any of your future discussion on the topic worthless. e. While there should be no “unsubstantiated” personal opinions, remember that you are using the evidence from academic and professional sources to argue your opinion. i. Tie the objective information from the researchers back to your argument. ii. You do not want to do this overtly, but keep reminding your audience of where your argument is headed. iii. Do not present this as your opinion; present it as logic derived from the information in academic and professional resources. 4. Have clear and logical organization. a. Do not write a grocery list of information; rather, present researched information in a carefully organized way. i. Compare and contrast experts. ii. Show how one expert has influenced another (i.e. offering a “pedigree” of the research). b. When making connections between items discovered in the research, explain the significance of those connections. Avoid a mere presentation of information found during the research process. c. In a sense, you are telling a story: the story of the problem you are addressing. Group like information together, but remember to tie everything together through transitions: make the information connect. d. You may break this section into headings by themed evidence. While you still want to transition or connect the ideas/areas of research to show how they relate to teach other, you can also use headings to break between sections. If you do make this choice, use Heading Level 2 in APA 6th ed. (Level 1 is Body/Discussion, Conclusion, etc.) 5. Paragraphs must begin with a topic sentence that supports the controlling idea of the section. a. These sentences will also serve as transitions, so remember to link the information for your reader. Show the audience the logical connections you have made in the material and how all of the academic and professional resources (your research) build to support your argument. 6. Paragraphs must provide plenty of supporting evidence to support the topic sentence. a. Be sure to evidence specific scholarly arguments with correct source use. b. Avoid making general references to “studies” or “research”: your reader must be able to look at your references or your evidence cannot be trusted. c. All references to studies and research must be specific and be accompanied by a proper APA 6th ed. in-text citation as well as an entry on the references page. d. Use a variety of sources to support each of your arguments. 3 7. Use research that has been published within the last seven years or provide rationale for the use of older research. a. For example, if you are investigating a topic where you need to provide historical context or historical contrast to current methods, you may have to use older sources to make your point. b. One possible rationale for an older text is if it is a seminal/foundational text, and it is still regarded as central in the field. 8. Contain properly integrated source information. a. Paraphrased or summarized original thought must be documented with the author’s name and the year of publication. i. This is the best way to incorporate information from academic and professional sources as the information (correctly cited) is in your voice, so it fits in with the rest of your writing. b. Statistical information must be documented with the author’s name and the year of publication. i. It is important to be able to understand information that is presented in tables and figures. Quantitative and visual reasoning are both very important life skills. c. Quoted sources must be integrated into the text through both a set-up and an explanation. d. Quotes must also be documented with the name of the author, the year, and the page or paragraph number. 9. Use less than 15% of direct quotations and should follow special formatting rules for quotations over 40 words. 10. Avoid using any form of “you” unless it’s a part of someone else’s quote. a. Avoid using “I” and “we” excessively. To avoid passive voice, an author sometimes has to use first person. However, too much first person shows a lack of objectivity or the writer grounding herself in the research rather than her own self. 11. Write in a style appropriate for academic and professional contexts: a. Proofread for MUGs errors (mechanics, usage, and grammar) b. Conventions observed (absence of contractions, no vague/general references, no redundant remarks, and no slang, etc.) c. APA, 6th ed. 12. Edit for conciseness, coherence and flow. 4 Helpful Tips as You Begin Be sure to remember when it is best to use direct quotes versus paraphrases or summaries.  Quote when you think the original language of a passage is more effective when left in its original state or when you need the original language to make your point because the wording of the passage impacts your argument.  Do not quote selectively in order to change the meaning of a quote. Do not choose parts of the source that support your argument when the majority of the source argues the opposite.  Paraphrase when the information in the passage is important but when the language may be difficult for your readers to understand. Paraphrasing will help remove unnecessary jargon.  Summarize to present only key ideas expressed in a source. You summarize to present the overall idea of a particular source in a compact/distilled form.  Summarizing is different from paraphrasing in that a summary is about half the length of the original while paraphrasing is about the same length of the original.  Remember that the difference between paraphrase and summary mainly deals with the scope of what is being used. As a rule, you summarize whole texts, and you paraphrase parts of texts (paragraphs, sentences).  Your role as the writer of the Researched Argument is to facilitate the presentation of the current state of the research about your topic. Therefore, be careful not to use so many sources that you are just writing a report: all of the academic and professional resources should be in service of your argument.  They should not comprise your argument. Classical Outline For the Week 3 Outline, read through the template below, then use red or blue font to add your content. The yellow highlighted areas indicate minimum required information for this outline assignment: • Your Arguments A., B., C, (and more if using) in sections II. and III. • Opposing Arguments A., B. (and C. if using) in section IV. • Evidence (quotes/paraphrases/summaries) in support of both sides (1.s in those sections). • Explanation or analysis of evidence (2.s) You do not need to fill in every other blank in the document, though you are encouraged to complete as much as you can. Use the additional areas of the template to guide your research and writing in the coming weeks. Page numbers after each section heading show how approximately how long that section will be when written. I. Introduction (1-2 pages) A. Provide background information to define the issue at stake. Include historical information as well as political/social/economic/other context that explains the issue’s importance, and end with a clear thesis statement. DO NOT QUOTE A DICTIONARY or ENCYCLOPEDIA. 1. Importance: Establish importance of issue 2. History: Provide historical/background information on the issue by outlining its role from some relevant time in the past until the present day. Include notable dates/events. 3. Context: What have been some approaches to addressing/solving the issue and why have they not worked? How have politics, economics, or social constructs influenced its treatment? 4. Issue is still a problem because… B. Sports and the athletes within these sports can use the worldwide platform to give kids motivation to achieve their goals and help them positively develop. (note, your complete introduction is not required, but please include your thesis statement. II. Body I: Logical Support Points for thesis (4-6 pages) A. Athletes build up a great platform once they become professional, this publicity gains the attention of people all over the world. – Paraphrase the first argument for your position in a complete sentence. 1. An athlete’s brand is one of their most valuable assets. Their brand can help them gain greater salary and endorsements. Even when their on-field performance declines to cite a source supportive of this reason 2. This quote shows the importance of your branding and platform. If you are a professional athlete, the audience that you build from your name can be more important than your performance which will help you gain more fans and make more money. (how does this evidence support your thesis? 3. (Continue adding evidence/explanation in support of your supporting argument to adequately prove your point.) B. Sports and athletes naturally have a good reputation. Athletes motivate younger children. - Paraphrase the second argument for your position in a complete sentence. 1. “I think it’s really good, and we’re, like I said, we do take it really seriously and hope that we are good role models to them, really.to cite a source supportive of this reason.” 2. This is an excerpt from one of the articles. This female athlete was talking about the experience and what it means to her to be a role model. Athletes are aware that they inspire these kids, and they make it there mission to show them better. (how does this evidence support your thesis? 3. (Continue adding evidence/explanation in support of your supporting argument to adequately prove your point.) III. Body II: Logical Supporting Points for Thesis continued (another 4-6 pages) C. Athletes within the sport have a voice that matters as well. - Paraphrase the first argument for your position in a complete sentence. 1. The author wanted to give his youth athletes a voice in the selection of awards and simultaneously evaluate a program goal that was important to him.to cite a source supportive of this reason 2. In this article, the coach gave the voice to the younger athletes, he values their voice and their opinions clearly matter. He was trying to figure out what Classical Outline Page 2 of 4 exactly the players were learning while participating in this sport. Explanation of quote/paraphrase (how does this evidence support your thesis? 3. (Continue adding evidence/explanation in support of your supporting argument to adequately prove your point. B. Fourth Supporting Argument - Paraphrase the first argument for your position in a complete sentence. 1. Provide direct quotes, paraphrasing, or summarizing to cite a source supportive of this reason 2. Explanation of quote/paraphrase (how does this evidence support your thesis? 3. (Continue adding evidence/explanation in support of your supporting argument to adequately prove your point.) C. III. Fifth Supporting Argument if using Opposing Viewpoints AND Why They’re Wrong (2-3 pages pages) A. Opposing Viewpoint: Others have seen this issue differently. They suggest that athletes are bad people to look up to. 1. Example of opposing rhetoric, cited.] 2. Explanation: They base this belief on the idea that “If an athlete chooses to yell at other players or referees, a kid is going to see and remember that action.” a) Refutation: This reasoning is flawed because… B. Opposing Viewpoint: Still others contend that…] Poor sportsmanship can be seen in all sports and at any level of play. 1. Example 2. Explanation- Athletes of all sports show forms of bad sportsmanship an kids are very likely to imitate these actions. b) C. Refutation [Opposing Viewpoint: Another group has postured that… 1. Classical Outline [Example] Page 3 of 4 2. [Explanation] c) IV. Refutation Conclusion (1-2 pages) A. Recommendations Restate thesis using different words. Do not use this section to summarize your paper. We just read it. Instead, reflect on what your ideas would look like, properly executed, and conversely, how the future looks if it continues on a trajectory excluding your ideas. You can refer to the ideas you mentioned, but don’t write out a list of things you just talked about. The Abstract is a better place for a summary. B. [Revisit introduction or tie all ideas together] References Below, add APA formatted reference entries for at least 5 scholarly sources you plan to use in your paper. Use the 4 from last Week’s Annotated Bibliography Assignment plus one more. Mitchell, M. (2016). Giving youth athletes a voice in award selection and program-goal evaluation. Strategies: A Journal for Physical and Sport Educators, 29(6), 30–33. Dunn, C. (2016). Elite footballers as role models: promoting young women’s football participation. Soccer & Society, 17(6), 843–855. https://doi.org/10.1080/14660970.2015.1100893 Su, Y., Baker, B. J., Doyle, J. P., & Kunkel, T. (2020). The rise of an athlete brand: factors influencing the social media following of athletes. Sport Marketing Quarterly, 29(1), 33– 46. Coakley, J. (2011). Youth sports: what counts as "positive development?". Journal of Sport & Social Issues, 35(3), 306–324. Connolly, G. J. (2017). Applying social cognitive theory in coaching athletes: the power of positive role models. Strategies: A Journal for Physical and Sport Educators, 30(3), 23–29. Classical Outline Page 4 of 4
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Athletes as Role Models to Kids

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Athletes as Role Models to kids
Ever since ancient years, athletes have always been admired for their energy in
achieving their winning goals. Kids have turned them into their idols, wishing they could be
more like them. Although not all people see sport as a positive development for young children
and that athletes use their platform to motivate kids. The majority of the athletes have been an
inspiration to the children, even though a few have portrayed some behavior which is not a
good example to be followed by young people (Coakley, 2011). And in the years' such bad
exhibitions have put the sports in bad light politically, socially, economically and in the social
constructs. But since being a model is no easy fit, such few cases can be overlooked in favor
of the vast majority. This paper will discuss how sports and athletes within these sports can use
the worldwide platform to motivate kids to achieve their desired goals and aid them to develop
positively.
Once the athletes become professional, they build up a great platform that publicly
gains people's attention all over the world. By being professional, the athlete realizes the
importance of branding on the forum. The audience built from the athlete's name is usually
more important than the performance, which helps gain more fans and make more money.
Through such branding, athletes model themselves to inspire others, especially kids, to imitate
their habits. They become respectable in all aspects of life and live a solid way of life in the
face of the people they motivate (Co...


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