English 110 Week 2 - English
For this discussion board, you will compare non-academic vs. academic writing by reading two sample articles and writing a thoughtful analysis paragraph about their differences based on audience. This assignment will allow you to: (1) begin thinking critically about writing; (2) examine how audience affects communication; (3) investigate the differences between academic and non-academic writing broadly; and (4) continue crafting well-organized, well-supported paragraphs using the MEAL plan strategy.
Assignment
Review the following two articles:
Non-Academic Article from CNN: Move Over, Sit Still! Why Kids Need to Move in School: https://www.cnn.com/2018/05/03/health/children-movement-schools-classroom/index.html (opens in a new window)
Academic Article from The Physical Educator (academic journal): Perceptions of the Effects of Recess on Kindergartners ( Academic Piece Academic Piece - Alternative Formats opens in a new window)
Once you review both articles carefully, take a few moments to review their rhetorical situation (see W-1 in The Little Seagull, as well as the Rhetorical Triangle document and the Rhetorical Situation PowerPoint presentation below). What is the context for each article? What is the purpose? Who is the audience? Why style of writing (genre) did they use and why? Once you identify the audience of each piece, look very carefully at how the articles were written. How are they organized? What kind of evidence do they use? Whats their tone and style like? How is the article formatted on the page? How do they interact with the reader? Consider these questions with care.
Writing Prompt: Once youve investigated both articles, your task is to write two paragraphs (one for each article) that explain how the authors of each text use ethos, pathos, and logos to target their specific audience.
Use the MEAL plan to organize your paragraphs (main idea, evidence, analysis, and linking statement). Select specific evidence from both articles to show your reader your point, and make sure you analyze how each piece of evidence proves your topic sentence. For these paragraphs, you should use a formal tone and style, so edit with care.
Response Requirement:
You must respond to two students within 24 hours of the due date. Please engage constructively with them as you point out the strengths of their posts as well as areas they could improve or continue thinking.
Resources
Textbook Reading: The Little Seagull Handbook
Section W-1: Rhetorical Contexts
Section W- 2: Academic Contexts
Section W-5: Developing Paragraphs
Helpful Handouts:
The MEAL Plan.docx The MEAL Plan.docx - Alternative Formats (opens in a new window)
The MEAL Plan.pdf The MEAL Plan.pdf - Alternative Formats (opens in a new window)
Rhetorical Triangle.pdf Rhetorical Triangle.pdf - Alternative Formats (opens in a new window)
Rhetorical Situation.pptx Rhetorical Situation.pptx - Alternative Formats (opens in a new window)
Grading Criteria
15 points: Student shows clear understanding of the two articles and their differences.
15 points: Student organizes paragraph using the MEAL plan, and student develops paragraph with specific evidence and analysis from both articles.
10 points: Student uses a formal tone and style for an academic Discussion Board post.
10 points: Student responds constructively to two other students in the given time frame.
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PEDAGOGY
Perceptions of the Effect of Recess
on Kindergartners
Hannah Martin, Antomia Farrell, James Gray, Teresa B. Clark
Abstract
Time spent in the outdoors has been proven to benefit individuals
of all ages mentally and physically. For example, exposure to nature
reduces stress levels, induces relaxation, and provides Vitamin D. Prior
research has linked free play outdoors to helping elementary children
focus better in the classroom, reducing symptoms of attention deficit
hyperactivity disorder, reducing the risk of nearsightedness, and pro-
ducing happier, healthier children. As result of various legislative acts,
school districts have felt more pressure to increase academic perfor-
mance, oftentimes reducing or eliminating recess. This study extends
prior research by focusing on parent, college student, and teacher per-
spectives on how important play, such as recess, is to them as a parent,
student, and/or educator. The findings indicate that all of the focus
groups perceive recess to be highly important for the many health,
social, and behavioral benefits.
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Hannah Martin is former doctoral student, Murray State University. Antomia Farrell is a
doctoral student, Murray State University. James Gray is a doctoral student, Murray State
University. Teresa B. Clark is an assistant professor, P-20 and Community Leadership
Program, Murray State University. Please send author correspondence to [email protected]
murraystate.edu
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246 Perceptions of the Effect of Recess on Kindergartners
by the state, at all costs. This pressure often leads to schools omit-
ting activities not perceived to enhance students’ testing abilities,
including a decrease in the time for active play and recess. There are
many benefits beyond physical health that recess and free outdoor
play offer for children (American Academy of Pediatrics, 2013). For
educators and parents, this is a topic for conversation and should not
be disregarded (Samuels, 2015).
To gain insight on the perceptions of recess, the investigators con-
ducted a series of interviews and surveys. The questions asked were
selected to determine how being in the outdoors affects personal and
perceived behavior, as well as to determine the perceived importance
that spending time outdoors holds within each group involved in the
study. The investigators interviewed three groups of subjects: parents
of kindergartners, preschool and elementary school teachers, and
college students and young professionals who participated in recess
in kindergarten. This study suggests recess offers many benefits for
kindergartners, including improved physical health.
Literature Review
Over the past few decades, childhood has transitioned into the
majority of time spent indoors. Many small children are restricted
to their outdoor playtime and possibilities because of traffic-heavy
neighborhoods. The National Wildlife Federation (NWF) reported
“that the average child gets as little as 30 minutes of unstructured
outdoor play, but spends seven hours using screens” (Anderson,
n.d., para. 3). Obesity statistics, numbers of attention deficit hyper-
activity disorder (ADHD) diagnostics, and depression have all
hit at alarming rates in children (Delate, Gelenberg, Simmons, &
Motheral, 2004). “The United States has become the largest con-
sumer of ADHD medications in the world; and pediatric prescrip-
tions for antidepressants have risen precipitously” (National Wildlife
Federation, 2010, para. 1).
In the United States, 1 in 3 children are obese (Centers for Disease
Control and Prevention [CDC], n.d.). Outdoor play builds healthy
bodies and increases fitness abilities. Time spent outdoors increases
levels of Vitamin D, which helps protect from bone problems,
heart disease, diabetes, and other health risks (National Wildlife
Federation, 2010). A study conducted in China linked extra play-
time outside to reduced rates of myopia (nearsightedness) in chil-
247Martin, Farrell, Gray, Clark
dren (Wu et al., 2013). “Children who play outside are happier and
healthier” (Anderson, n.d., para. 4). Natural settings have effectively
been shown to reduce ADHD symptoms, and “schools with envi-
ronmental education programs score higher on standardized tests in
math, reading, writing and listening” (National Wildlife Federation,
2010, Mind section, Bullet Point 2).
The increasing academic demands for early elementary grades,
specifically kindergarten, have motivated some administrators and
teachers to instill and continue with the traditional play for chil-
dren that “many classrooms around the country are phasing out ele-
ments that look most like play—for example, puppet theaters and
water tables—in favor of a focus on whole-group work and literacy”
(Samuels, 2015, para. 5). Bassok, Latham, and Rorem (2016) reported
that 30\% of educators believed children need to learn how to read
in kindergarten. In 2010, 80\% of educators believed that children
should learn how to read in kindergarten. An increase also occurred
in educators over the same period who believed that parents need to
teach the alphabet to their children before their children enter kin-
dergarten. Bassok asked teachers if they had specific activity places
in the classroom. The chances of having a
water- or sand-table area fell from 49\% to 25\%. The presence
of “dramatic play” areas fell from 87\% to 57\% . The likelihood
of having a science or nature area fell from 64\% to 42\%. And
the likelihood of having an art area dropped from 92\% to
70\%. (Samuels, 2015, Rising Demands section, para. 4)
Bassok did not state, however, that all of these changes in the kinder-
garten classroom are necessarily negative. She indicated that the aca-
demic work simply needs to be captivating to the children (Samuels,
2015).
A qualitative study was conducted in Denmark regarding
the importance of recess for school-age children (C. Pawlowski,
Andersen, Tjørnhøj-Thomsen, Troelsen, & Schipperijn, 2016). The
analysis was guided by the lifeworld “existentials” lived space, lived
body, lived time, and lived relations. These essentials were used
throughout the analysis for consistency purposes. The youth who
were physically active wanted their recess time to be in the class-
room and were opposed to being physically active outdoors. Because
248 Perceptions of the Effect of Recess on Kindergartners
the least physically active students were overweight, they chose to do
less physical activity and instead focused their physical activities on
reading, painting, and listening to music, which involve no physi-
cal movement. Their time of recess or free time was described as
hanging with friends and building relationships (C. Pawlowski et al.,
2016).
Datar and Sturm (2004) found that offering 1 hr of physical
education in first grade significantly lowered the body mass index
of female children. The children were observed engaged in walk-
ing, sport games, outdoor physical activities, dancing, home physi-
cal activity, fitness, games with physical activity, and swimming.
The youth were observed during structured physical activity time
and during recess for 3 to 7 days. Results showed that the children
burned more calories during recess time than during their physical
education class. The decline in physical activity on the weekends was
linked to less family physical activity. Datar and Sturm noted that
an increase in activity levels during the weekday is associated with
teacher-led physical education classes.
A. Pawlowski (2016) discussed the benefits that Eagle Mountain
Elementary in Fort Worth, Texas, is seeing from adding additional
recess time to the school day. Before this year, the school day only
consisted of one 15-min recess for kindergarten and first grade for
the day. As an experiment, school administrators added three addi-
tional recess times throughout the day. The school now offers two
15-min recess breaks in the morning and an additional two in the
afternoon, for a total of four throughout the school day. A profes-
sor from Texas Christian University who helped to implement this
experiment at Eagle Mountain Elementary hypothesized that by
participating in these four “reboot” times throughout the day, the
students will perform better in the classroom (Rethinking Recess
section, para. 2).
After five months, the teachers and parents indicated they were
starting to see the benefits of the additional recess time. At first,
teachers were hesitant to give up additional instructional time
throughout the day. However, with the benefits they were seeing in
their students, including improved attention in class, improvements
in following directions, and reductions in disciplinary issues, they
began to feel more positive about the experiment. In addition, par-
249Martin, Farrell, Gray, Clark
ents witnessed benefits extending beyond the classroom. Because of
these benefits, school administrators plan to expand four recess peri-
ods to more grade levels (A. Pawlowski, 2016).
After the passing of the No Child Left Behind Act of 2001, many
schools began to experience pressure to perform, and one way for
schools to find more instructional time was to eliminate recess time
in the school day. More recently, momentum has swung back in
favor of recess as part of the school day because of the link between
physical activity and learning (Adams, 2011). Recess is a local school
decision, with increased state and district mandates requiring a min-
imum number of minutes of recess per day in schools. Siedentop
(1999) argued that although the attitude of young people toward
physical activity can be modified, this requires a three-pronged
strategy that coordinates efforts with the school, family, and commu-
nity. This strategy encourages children to become physically active
(Siedentop, 1999).
Method
The investigators used convenience sampling to select partici-
pants and employed surveys to establish a baseline. A Survey Monkey
link was sent via e-mail to the participants, and the investigators
viewed the data online through a Survey Monkey log-in. Participants
consisted of kindergarten teachers in Kentucky and Tennessee; par-
ents of preschoolers and kindergartners in Texas, Kentucky, and
Tennessee; and college students from two postsecondary institutions
in Kentucky. The investigators created these questions to obtain data
revealing the participants’ perceptions about the benefits of recess.
Each survey participant answered three questions:
t� How does active time outside benefit an individual’s mood
and performance?
t� What positive effects on behavior do you see in students after
recess?
t� How important is outdoor play/recess for children during
their school day?
Following the three main questions, the survey allowed partici-
pants to give open-ended responses to expand on their responses.
Following the survey phase, the investigators conducted in-depth
interviews with nine of the 16 participants who completed the sur-
250 Perceptions of the Effect of Recess on Kindergartners
vey. In the interviews, conducted by phone or in person based on
location, the investigators asked subjects to expand on their survey
responses.
College students, teachers, and parents discussed the benefits of
recess affecting mental, physical, social, and academic performances.
Participants from each group stated that recess was either impor-
tant or very important by answering the question, how important is
outdoor play/recess for children during their school day? Subjects
emphasized the importance of recess for kindergarten students. Out
of 16 survey participants, 13 ranked recess as highest importance,
whereas three participants ranked it as important. None of the par-
ticipants chose neutral or not important.
College Student Trends
Surveys and interviews were completed by college students who
were sophomores and juniors and had participated in recess as kin-
dergartners. The college students agreed that recess played an impor-
tant role in ensuring that they excelled in the classroom at their full-
est potential. The students collectively agreed that recess alleviated
stress and excess energy, which could have hindered students’ focus
in the classroom.
The students perceived a positive effect of recess on children. As
a whole, the children behaved more calmly, focused more in class,
interacted with one another and continued in detailed imaginative
play rather than sitting alone or being unproductive, were reen-
ergized, were in a better mood, and were less irritable. With these
characteristics, students were more focused in the classroom and less
disruptive. The participants reported that when they did not engage
in recess, they were hyperactive and talkative. After recess, they were
more relaxed and ready to continue the rest of the school day. The
college students perceived that recess benefited them in kindergar-
ten and should be granted to students today.
Teacher Trends
For the surveys and interviews that were completed with teach-
ers from preschool, kindergarten, and first grade, the overall agree-
ment was that recess beyond 15 min/day resulted in many positive
effects that could be observed in their classrooms. All of the teachers
who were interviewed shared the same opinion that it is difficult for
251Martin, Farrell, Gray, Clark
students to sit in a classroom for 7 hr each day and maintain their
focus without some sort of energy release through movement.
The specific trends that were noticed among the teachers about
the benefits included an overall better mood and the ability to focus
more easily in the classroom. The interviewed teachers had very
young students, and all of them stated that younger students have a
harder time staying focused in class than older students. Therefore,
these students need more opportunities to get out of their seats and
participate in some physical activity to maintain their focus through-
out the school day. All of the teachers also stated that the students
have a more positive attitude throughout the school day when they
have outside physical activity. More than one teacher admitted that
they dread rainy days and the winter months when they know the
class will not be able to go outside, because it negatively affects the
students’ overall moods.
Some of the specific positive effects for the students after recess
that were trends among the teachers included calmer, more relaxed
students experiencing an easier time staying seated. Several teachers
also mentioned the social skill building that happens during recess
for young students. Recess gives the students time to learn conflict
resolution, sharing, and problem-solving skills that are necessary for
student success.
Parent Trends
After surveying and interviewing parents, the investigators
found an overall general consensus that parents want more recess
and find it vitally important in their children’s lives. Common words
and ideas that parent’s used throughout the survey and interview
process were happier, more focused, alert, and refreshed. One parent
stated, “Free and creative play is crucial for development and social
skills.”
When parents were asked about how time spent outside benefits
mood and performance, they responded that the outdoors positively
affects attitude and makes individuals happier. One parent stated,
“Time away from the classroom can foster creative thinking when
returning to problems to solve in a classroom. Also, sunshine and
the great outdoors can lift anyone’s spirit.” Others focused on the
need for Vitamin D, fresh air, and cardiovascular health benefits
from physical play. They discussed the importance of having social
252 Perceptions of the Effect of Recess on Kindergartners
time for children to be able to problem solve on their own and inter-
act with their peers. One parent discussed how “regular exercise
and being outdoors enhances productivity by allowing students and
teachers to take ‘brain breaks’ and recharge.”
When asked about positive effects their children had after having
time to play in the outdoors, parents frequently responded that their
children were happier, were refreshed, were “better able to follow
directions and self-regulate their behaviors and emotions,” and had
a “renewed ability to focus.” There were statements focusing on the
time spent outside helping children to learn more effectively and in
a more positive mind-set after their brain had a break time to refuel.
One parent stated, “Play provides a wonderful opportunity for stu-
dents to engage with their friends in free play. On the playground
real problem solving happens!” Another parent said, “Students learn
social skills as they interact with kids and problem solve, they get
exercise in order to develop a healthy lifestyle, and research has
proven that brain breaks enhances the brain’s ability to focus better
and learn more!”
Discussion
This research is limited by the number of participants the results
are based upon. The majority of participants lived in the state of
Kentucky. Participants were primarily female. Further research could
consist of a larger survey pool to obtain a wider array of responses.
There might also be a difference in opinion based on rural or urban
living, and inquiries could be made to parents and teachers of older
children in high school or college.
All three groups interviewed indicated they perceive play, spe-
cifically recess, to benefit kindergarten students, and the literature
agrees. Unrestricted outdoor play helps improve children’s perfor-
mance in the classroom and helps them focus more easily (American
Academy of Pediatrics, 2013). Time spent outdoors also has physi-
cal benefits affecting a child’s health and muscle development (CDC,
2010). It has been shown that outdoor play helps children’s eyesight,
reducing their chances of myopia (Wu et al., 2013). Many partici-
pants in this study also emphasized the importance of recess in a
child’s social and cognitive development. Recess is a time when chil-
dren can live out what they are learning, such as problem-solving
253Martin, Farrell, Gray, Clark
skills. It is a time when children can freely interact with one another,
strengthen relationships, and work together.
References
Adams, C. (2011). Recess makes kids smarter. Instructor, 120 (5),
55–59.
American Academy of Pediatrics. (2013). The crucial role of recess
in school [Policy statement]. https://doi.org/10.1542/peds.2012
-2993
Anderson, L. (n.d.). Are kids spending enough time in nature?
Retrieved from http://www.scarymommy.com/are-kids-spend
ing-enough-time-in-nature/
Bassok, D., Latham, S., & Rorem, A. (2016). Is kindergarten
the new first grade? AERA Open, 1(4), 1–31. https://doi.
org/10.1177/2332858415616358
Centers for Disease Control and Prevention. (n.d.). Childhood
obesity facts. Retrieved Month Day, 2015, from http://www.cdc.
gov/healthyschools/obesity/facts.htm
Centers for Disease Control and Prevention. (2010). The association
between school based physical activity, including physical education,
and academic performance. Retrieved from http://www.cdc.gov/
healthyschools/health_and_academics/pdf/pa-pe_paper.pdf
Datar, A., & Sturm, R. (2004). Physical education in elementary
school and body mass index: Evidence from the early childhood
longitudinal study. American Journal of Public Health, 94 , 1501–
1506. https://doi.org/10.2105/AJPH.94.9.1501
Delate, T., Gelenberg, A. J., Simmons, V. A., & Motheral, B. R. (2004).
Trends in the use of antidepressant medications in a nationwide
sample of commercially insured pediatric patients 1998–2002.
Psychiatric Services, 5 5, 387–391. https://doi.org/10.1176/appi.
ps.55.4.387
National Wildlife Federation. (2010). There’s a reason they call it
the great outdoors [Fact sheet]. Retrieved from http://www.nwf.
org/~/media/PDFs/Be\%20Out\%20There/MindBodySpirit_
FactSheet_May2010.ashx
254 Perceptions of the Effect of Recess on Kindergartners
Pawlowski, A. (2016). Want kids to listen more, fidget less? Try more
recess . . . this school did. Retrieved from http://www.today.com/
parents/want-kids-listen-more-fidget-less-try-more-recess-
school-t65536
Pawlowski, C., Andersen, H. B., Tjørnhøj-Thomsen, T.,
Troelsen, J., & Schipperijn, J. (2016). Space, body, time, and
relationship experiences of recess physical activity: A qualitative
case study among the least physically active school children.
BMC Public Health, 16, 1–12. https://doi.org/10.1186/s12889-
015-2687-0
Samuels, C. A. (2015). Pressures rise as pace of kindergarten
increases. Education Week, 34(16). Retrieved from http://www.
edweek.org/ew/articles/2015/01/08/pressures-rise-as-pace-of-
kindergarten-increases.html
Siedentop, D. (1999). Physical activity programs and policies toward
an infrastructure for healthy lifestyles. Journal of Physical
Education, Recreation, and Dance, 70(3), 32–35. https://doi.org
/10.1080/07303084.1999.10605891
Wu, P., Tsai, C., Wu, H., Yang, Y., Kuo, H., & Kuo, H. (2013). Outdoor
activity during class recess reduces Myopia onset and progression
in school children. Ophthalmology, 120, 1080–1085. https://doi.
org/10.1016/j.ophtha.2012.11.009
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The ability to view ourselves from an unbiased perspective allows us to critically assess our personal strengths and weaknesses. This is an important step in the process of finding the right resources for our personal learning style. Ego and pride can be
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While you must form your answers to the questions below from our assigned reading material
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5 The family dynamic is awkward at first since the most outgoing and straight forward person in the family in Linda
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The most important benefit of my statistical analysis would be the accuracy with which I interpret the data. The greatest obstacle
From a similar but larger point of view
4 In order to get the entire family to come back for another session I would suggest coming in on a day the restaurant is not open
When seeking to identify a patient’s health condition
After viewing the you tube videos on prayer
Your paper must be at least two pages in length (not counting the title and reference pages)
The word assimilate is negative to me. I believe everyone should learn about a country that they are going to live in. It doesnt mean that they have to believe that everything in America is better than where they came from. It means that they care enough
Data collection
Single Subject Chris is a social worker in a geriatric case management program located in a midsize Northeastern town. She has an MSW and is part of a team of case managers that likes to continuously improve on its practice. The team is currently using an
I would start off with Linda on repeating her options for the child and going over what she is feeling with each option. I would want to find out what she is afraid of. I would avoid asking her any “why” questions because I want her to be in the here an
Summarize the advantages and disadvantages of using an Internet site as means of collecting data for psychological research (Comp 2.1) 25.0\% Summarization of the advantages and disadvantages of using an Internet site as means of collecting data for psych
Identify the type of research used in a chosen study
Compose a 1
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effect relationship becomes more difficult—as the researcher cannot enact total control of another person even in an experimental environment. Social workers serve clients in highly complex real-world environments. Clients often implement recommended inte
I think knowing more about you will allow you to be able to choose the right resources
Be 4 pages in length
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One thing you will need to do in college is learn how to find and use references. References support your ideas. College-level work must be supported by research. You are expected to do that for this paper. You will research
Elaborate on any potential confounds or ethical concerns while participating in the psychological study 20.0\% Elaboration on any potential confounds or ethical concerns while participating in the psychological study is missing. Elaboration on any potenti
3 The first thing I would do in the family’s first session is develop a genogram of the family to get an idea of all the individuals who play a major role in Linda’s life. After establishing where each member is in relation to the family
A Health in All Policies approach
Note: The requirements outlined below correspond to the grading criteria in the scoring guide. At a minimum
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Read Connecting Communities and Complexity: A Case Study in Creating the Conditions for Transformational Change
Read Reflections on Cultural Humility
Read A Basic Guide to ABCD Community Organizing
Use the bolded black section and sub-section titles below to organize your paper. For each section
Losinski forwarded the article on a priority basis to Mary Scott
Losinksi wanted details on use of the ED at CGH. He asked the administrative resident