Professional Documents
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May be reproduced for classroom use. © 2014 by Lucy Calkins and Colleagues from the TCRWP from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand: Portsmouth, NH).
The writer Chief players sued the Chiefs for not warning them about the long-
incorporated term dangers of concussions and in August of that month, the NFL
trustworthy and agreed to pay $765 million to settle those cases (Belson, 2013). So
significant sources. no one is arguing that football is totally safe. And no one is saying
that football is safer than other sports, although it is the case that The writer brought
that there may be sports as dangerous or more dangerous than out aspects of the
The writer organized argument that were
football—like, for example, cheerleading as Rick Reilly (1999) would
claims, counterclaims, significant to the
assert. Instead, one might argue that steps need to be taken to make
reasons, and evidence audience and to the
into sections and football safer. Just outright banning youth football is not the answer.
overall purpose of the
clarified how sections That’s like throwing the baby out with the bathwater as my grandma
piece.
are connected. says. And the baby may want to grow up and play football.
There are many reasons to find ways to improve football for
The writer worked to youth rather than just ban it outright. Think of the positives about
ensure that readers football. Like the physical exercise. Football requires strength and
are able to follow the speed and endurance. In her article for Livestrong.com, Nunely
logical progression of (2013) argues that you use almost every muscle when you play
the argument. football. As she claims, upper and lower body muscles are used when
players are “running, jumping, blocking, catching and throwing” and
core muscles have to keep working to keep your “spine stable and
perform twisting movements when throwing or going up to catch
a ball.” Silverman (2014), another writer for Livestrong.com would
agree with Nunely, as he argues, “Despite the dangers, football
players enjoy greater strength and cardiovascular health, not only
during the regular playing season, but during the off-season when
in training.” This means that football does offer health benefits
that should not be overlooked. Football doesn’t just improve your
cardiovascular health and your muscle tone but it also strengthens
your hand-eye coordination, agility, speed, and more (Scheinbaum, The writer explained
2013). Now, yes, these are blogs written for organizations that have when a source
a vested interest in sports but the truth is that youth do need to seemed problematic.
be healthier and sports, including football, are key. In a time when
American youth have never been unhealthier and the National
Center for Health Statistics is reporting that only about 24.8% of
youth surveyed in the National Health and Nutrition Examination
Survey (NHANES)’s National Youth Fitness Survey gets the amount of
physical fitness that the US government has recommended (Sifferlin, The writer used
2014), is getting rid of a form of important exercise really the way internal punctuation
to go? Do we really want youth sitting around playing video games? appropriately within
Isn’t it important to find some way, any way, to get them active and sentences and
moving? As a pop culture writer Daniel Flynn (2013) said when he when citing sources,
was interviewed by the NFL Evolution, “there are always risks to including commas,
every human endeavor but on the whole people who play football dashes, parentheses,
are going to walk away from playing the game healthier than people colons, and semicolons.
who sit in the stands and watch it.”
(continues)
May be reproduced for classroom use. © 2014 by Lucy Calkins and Colleagues from the TCRWP from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand: Portsmouth, NH).
(continues)
May be reproduced for classroom use. © 2014 by Lucy Calkins and Colleagues from the TCRWP from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand: Portsmouth, NH).
(continues)
May be reproduced for classroom use. © 2014 by Lucy Calkins and Colleagues from the TCRWP from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand: Portsmouth, NH).
May be reproduced for classroom use. © 2014 by Lucy Calkins and Colleagues from the TCRWP from Units of Study in Argument, Information, and Narrative Writing, Grades 6–8 (firsthand: Portsmouth, NH).