Jacob Nichols

Miss Cook

ENGL II-05

12 October 2017

Does participation in NCAA negatively influence the academic performance?

Trudeau, Franois, and Roy J Shephard. Physical Education, School Physical Activity, School

Sports and Academic Performance. International Journal of Behavioral Nutrition and

Physical Activity, BioMed Central, 25 Feb. 2008.

This source was created to help review the relationship between academic performance

and physical activities such as sports. I decided to chose this source over others because it

had two well respected individuals in the medical field by the names of Franois Trudeau

and Roy J Shephard who both work in bio-medical fields. This source will allow me to

pick apart the details of this difficult question and help me refine my argument so that it

can be proven. Another major reason I chose this source was the amount of outside

information these two others used to form their argument was incredible from start to

finish used 155 citations which means that this piece is not just an opinionated piece but

one that is very broad and professional. From the well written background information to

the conclusion, and results page this source is very easy to repeat and follow and will

allow for me to write a great argumentative essay.

Thomas, Robert Mcg. Jr. Playing Sports Dosen't Lift Grades, Study Finds. The New York

Times, The New York Times, 15 Aug. 1989,

www.nytimes.com/1989/08/16/sports/athletics-playing-sports-dosen-t-lift-grades-study-

finds.html. This is one of the two source that Im going to refute or attempt to disprove.
 Thomas McG Robert Jr. is the author of this source and he is a well respected writer for

the New York Times. This source is the most important for making a strong

argumentative essay because it is allowing me to write a more round argument and not

one sided by showing what others are saying about this issue from both sides of the

spectrum. To build a good rebuttal you must find a source that you disagree with and can

argue against and that is exactly what Im going to use this source for. The main

argument of this source can easily be argued and that is one of the main reasons in

choosing it as one of my sources. I hope to learn what people have to say against my

argument from reading this piece on why participation in athletics does not raise

academic performance.

Connery, Mikala, "Sports involvement and academic functioning in college students". Theses

and Dissertations, Rowan University, 7 April, 2017, http://rdw.rowan.edu/etd/2429. This

source is a scholarly article reviewed by those on Info-Ohio which helps build its

credibility. This source is written by Mikala Connery a highly regarded individual at

Rowan University. From reading over this source I learned that it is very well organized

and easy to pick information out and cite. Also the author referenced a lot of outside

information helping to create a non-biased point of view in her argument. The source

uses graphs and charts to help explain information to others which is very helpful in the

brainstorming process. She defines her research questions right out of the gate which

helps me understand what she is trying to learn from doing this research. Overall, this

source will allow me to write a respectable piece on my side of an argument.

Grimit, Nicole. "Effects of Student Athletics on Academic Performance," The Journal of

Undergraduate Research: Vol. 12, Article 5, 2014,

 http://openprairie.sdstate.edu/jur/vol12/iss1/5 This source is a journal of undergraduate

research written by Nicole Grimit. She is an undergraduate student at South Dakota State

University who worked on a paper discussing the effects of student athletics on academic

performance. One of the reasons behind choosing this source was the fact that it ends

with a survey allowing for others to continually give input on this issue and helping her

work toward confirming her thesis. This source is also ad free which I believe helps build

her credibility as an writer. The article was reviewed by Soo Hyun Cho who has a

doctorate in sports science and helps give a sense of professionalism to this source.

Gentsch, Holley E. Student-Athlete or Athlete-Student?: A Comparative Study on the Effects of

Role Identity, Time Constraints, and Motivation on Academic Success and Satisfaction

with College-Life Experience. TTU DSpace Home, 1 May 2014, www.ttu-ir.tdl.org/ttu-

ir/handle/2346/58501. This article was written by Holley Gentsch a student at Texas Tech

University who has a B.A which leads me to believe that she is a respectable writer and

reliable also. The article hits on a lot of points that other sources did not when building

their argument which I believe will be helpful in me writing this paper. The paper is well

organized and allows me to go through and find the information I want to cite in a very

easy fashion.

Peterkin, Elaina. The Miscellany News. College Athletes Face Time Constraints The

Miscellany News, 25 Feb. 2015, www.miscellanynews.org/2015/02/25/sports/college-

athletes-face-time-constraints/

This source was written by Elaina Peterkin a student writer at Vassar College. This source

is helpful because it almost gives the side of the athletes opinion on this subject and lets
you feel like you are actually hearing first account information which will help me in the

writing process for developing a good through argument.

 Works Cited

Connery, Mikala, "Sports involvement and academic functioning in college students". Theses

and Dissertations, Rowan University, 7 April, 2017, http://rdw.rowan.edu/etd/2429

Gentsch, Holley E. Student-Athlete or Athlete-Student?: A Comparative Study on the Effects of

Role Identity, Time Constraints, and Motivation on Academic Success and Satisfaction

with College-Life Experience. TTU DSpace Home, 1 May 2014, www.ttu-ir.tdl.org/ttu-

ir/handle/2346/58501.

Grimit, Nicole. "Effects of Student Athletics on Academic Performance," The Journal of

Undergraduate Research: Vol. 12, Article 5, 2014,

http://openprairie.sdstate.edu/jur/vol12/iss1/5

Peterkin, Elaina. The Miscellany News. College Athletes Face Time Constraints The

Miscellany News, 25 Feb. 2015, www.miscellanynews.org/2015/02/25/sports/college-

athletes-face-time-constraints/

Thomas, Robert Mcg. Jr. Playing Sports Dosen't Lift Grades, Study Finds. The New York

Times, The New York Times, 15 Aug. 1989,

 www.nytimes.com/1989/08/16/sports/athletics-playing-sports-dosen-t-lift-grades-study-

finds.html.

Trudeau, Franois, and Roy J Shephard. Physical Education, School Physical Activity, School

Sports and Academic Performance. International Journal of Behavioral Nutrition and

Physical Activity, BioMed Central, 25 Feb. 2008.

Rubric rating submitted on: 10/16/2017, 2:11:32 PM by danielle.cook@redstreaks.org

3 = Demonstrated 2 = Attempted to 1 = Attempted to 0 = No attempt
demonstrate, but a demonstrate, but made
couple errors exist multiple errors exist

Annotations: All annotations All annotations All annotations All annotations

Summaries (1) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: All annotations All annotations All annotations All annotations

Summaries (2) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (1) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (2) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clarity Annotation Annotation Annotation Annotation

3 = Demonstrated information is information is information is information is
logically and clearly logically and clearly logically and clearly logically and clearly
written written written written

Annotations: All resources are All resources are All resources are All resources are
Attempt annotated annotated annotated annotated
3 = Demonstrated

Bibliography/Works
Cited (1) All resources are All resources are All resources are All resources are
0 = No attempt correctly cited in correctly cited in correctly cited in correctly cited in
made MLA or APA MLA or APA MLA or APA MLA or APA
format format format format

Bibliography/Works
Cited (2) All resources are All resources are All resources are All resources are
0 = No attempt correctly cited in correctly cited in correctly cited in correctly cited in
made MLA or APA MLA or APA MLA or APA MLA or APA
format format format format

Content Knowledge: Information Information Information Information

Knowledge provides reader provides reader provides reader provides reader
3 = Demonstrated essential knowledge essential knowledge essential knowledge essential knowledge
of the topic of the topic of the topic of the topic

Content Knowledge: Use of content area Use of content area Use of content area Use of content area
Word Choice vocabulary is vocabulary is vocabulary is vocabulary is
3 = Demonstrated consistently precise consistently precise consistently precise consistently precise
and accurate and accurate and accurate and accurate

Sources: Variety Cited sources Cited sources Cited sources Cited sources
1 = Attempted to represent various represent various represent various represent various
demonstrate, but genres (ex. genres (ex. genres (ex. genres (ex.
multiple errors exist literature, scholarly literature, scholarly literature, scholarly literature, scholarly
journal, journal, journal, journal,
encyclopedia, news encyclopedia, news encyclopedia, news encyclopedia, news
article, etc) article, etc) article, etc) article, etc)

Sources: Credibility All cited sources All cited sources All cited sources All cited sources
3 = Demonstrated come from come from come from come from
authoritative authoritative authoritative authoritative
resources resources resources resources

Sources: All resources are All resources are All resources are All resources are
Appropriateness appropriate for appropriate for appropriate for appropriate for
3 = Demonstrated target audience target audience target audience target audience

Quantity of Sources Document cites the Document cites the Document cites the Document cites the
3 = Demonstrated number of sources number of sources number of sources number of sources
outlined in the outlined in the outlined in the outlined in the
assignment assignment assignment assignment

Quality of Sources All sources cited can All sources cited can All sources cited can All sources cited can
1 = Attempted to be considered be considered be considered be considered
demonstrate, but reliable and/or reliable and/or reliable and/or reliable and/or
multiple errors exist trustworthy trustworthy trustworthy trustworthy
Comments:
Total: 35/45

The bibliography needs to be formatted appropriately. Each source is well summarized and
explained. I'm not sure what sources are scholarly peer-reviewed because the full citation is not
included.
Rubric rating submitted on: 10/17/2017, 8:27:13 AM by danielle.cook@redstreaks.org
3 = Demonstrated 2 = Attempted to 1 = Attempted to 0 = No attempt
demonstrate, but a demonstrate, but made
couple errors exist multiple errors exist

Annotations: All annotations All annotations All annotations All annotations

Summaries (1) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: All annotations All annotations All annotations All annotations

Summaries (2) include objective include objective include objective include objective
3 = Demonstrated summaries summaries summaries summaries

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (1) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clear explanation of Clear explanation of Clear explanation of Clear explanation of

Explanation (2) how the source is how the source is how the source is how the source is
3 = Demonstrated relevant and useful relevant and useful relevant and useful relevant and useful

Annotations: Clarity Annotation Annotation Annotation Annotation

3 = Demonstrated information is information is information is information is
logically and clearly logically and clearly logically and clearly logically and clearly
written written written written

Annotations: All resources are All resources are All resources are All resources are
Attempt annotated annotated annotated annotated
3 = Demonstrated

Bibliography/Works
Cited (1) All resources are All resources are All resources are All resources are
2 = Attempted to correctly cited in correctly cited in correctly cited in correctly cited in
demonstrate, but a MLA or APA MLA or APA MLA or APA MLA or APA
couple errors exist format format format format

Bibliography/Works
 Cited (2) All resources are All resources are All resources are All resources are
2 = Attempted to correctly cited in correctly cited in correctly cited in correctly cited in
demonstrate, but a MLA or APA MLA or APA MLA or APA MLA or APA
couple errors exist format format format format

Content Knowledge: Information Information Information Information

Knowledge provides reader provides reader provides reader provides reader
3 = Demonstrated essential knowledge essential knowledge essential knowledge essential knowledge
of the topic of the topic of the topic of the topic

Content Knowledge: Use of content area Use of content area Use of content area Use of content area
Word Choice vocabulary is vocabulary is vocabulary is vocabulary is
3 = Demonstrated consistently precise consistently precise consistently precise consistently precise
and accurate and accurate and accurate and accurate

Sources: Variety Cited sources Cited sources Cited sources Cited sources
3 = Demonstrated represent various represent various represent various represent various
genres (ex. genres (ex. genres (ex. genres (ex.
literature, scholarly literature, scholarly literature, scholarly literature, scholarly
journal, journal, journal, journal,
encyclopedia, news encyclopedia, news encyclopedia, news encyclopedia, news
article, etc) article, etc) article, etc) article, etc)

Sources: Credibility All cited sources All cited sources All cited sources All cited sources
3 = Demonstrated come from come from come from come from
authoritative authoritative authoritative authoritative
resources resources resources resources

Sources: All resources are All resources are All resources are All resources are
Appropriateness appropriate for appropriate for appropriate for appropriate for
3 = Demonstrated target audience target audience target audience target audience

Quantity of Sources Document cites the Document cites the Document cites the Document cites the
3 = Demonstrated number of sources number of sources number of sources number of sources
outlined in the outlined in the outlined in the outlined in the
assignment assignment assignment assignment

Quality of Sources All sources cited can All sources cited can All sources cited can All sources cited can
3 = Demonstrated be considered be considered be considered be considered
reliable and/or reliable and/or reliable and/or reliable and/or
trustworthy trustworthy trustworthy trustworthy

Comments:
Total: 43/45

Good job adding in the citations, but they should be in alphabetical order and you start with the
citation only. Basically, your annotated bibliography should look like your works cited page only
with each entry having an annotation underneath it.