College Athletes should be Paid There has been a general argument on whether college athletes should be paid. Those who argue positively propose that college athletes must be compensated because they have no time to work while those against the view base on the fact that their tuition fee is already taken care of. Athletes should be paid based on their contributions in college athletics, their hard work and many injuries received severe training to enable colleges to earn a profit. The following discussion provides both the reason for and against why college should be paid. Different views form people have been analyzed (Vecsey, George, 57). The issue of college athletes being paid or not is an ambiguous topic owing to the fact that there has not been enough study and research to support the topic. There has not been an incident where college athletes have been paid as professional athletes are paid through history, hence the debate. Such facts have been put under consideration in the successive analysis of the arguments for and against the idea of athletes being paid. The Arguments Supporting Payment for College Athletes Athletes provide revenues for schools and coaches through their hard work and training in the colleges. They, therefore, deserve some percentage off what they have solely worked hard to achieve. Coaches earn a lot of money most of which they keep for themselves for every game or event participated especially for winning teams. In addition, there are also packs and bonuses for every win or achievement to next significant level in a competition (New York Times, 34). Besides playing, there is also merchandise and advertising of the team bringing in funds for the colleges. Unfortunately, players earn nothing from such forms of marketing that channel billions of funds to the school. Besides bringing in money, there are more valid reasons warranting payment such as the injuries athletes have to endure through the sporting events (Vecsey, George, 128). Over 3 million sports relayed injuries are reported to occur every year. Most of the injuries are normally concussions affecting the brain hence depression, problems of balancing and even damage to the brain. LastName, FirstName English 2: Critical Analysis and Intermediate Composition Ms. Blackwell Section # DATE Reader’s Response Journal • Including the name of the author and the title of the reading, summarize the text in one or two sentences • Develop at least two discussion questions • Define at least two unfamiliar words American Indian Stories by Zitkala-Sa Reader’s Response Review Summary In “Impressions of an Indian Childhood” of American Indian Stories by Zitkala-Sa, the narrator’s character is shaped through experiences such as fascination with the legends of her people which she is exposed to at each evening meal and training in attention to detail as her mother’s apprentice in beadwork, awareness of the customs and traditions.

1. College Athletes should be Paid
There has been a general argument on whether college athletes
should be paid. Those who argue positively propose that college
athletes must be compensated because they have no time to
work while those against the view base on the fact that their
tuition fee is already taken care of. Athletes should be paid
based on their contributions in college athletics, their hard work
and many injuries received severe training to enable colleges to
earn a profit.
The following discussion provides both the reason for and
against why college should be paid. Different views form people
have been analyzed (Vecsey, George, 57). The issue of college
athletes being paid or not is an ambiguous topic owing to the
fact that there has not been enough study and research to
support the topic. There has not been an incident where college
athletes have been paid as professional athletes are paid through
history, hence the debate. Such facts have been put under
consideration in the successive analysis of the arguments for
and against the idea of athletes being paid.
The Arguments Supporting Payment for College Athletes
Athletes provide revenues for schools and coaches through their
hard work and training in the colleges. They, therefore, deserve
some percentage off what they have solely worked hard to
achieve. Coaches earn a lot of money most of which they keep
for themselves for every game or event participated especially
for winning teams. In addition, there are also packs and bonuses
for every win or achievement to next significant level in a
competition (New York Times, 34). Besides playing, there is
also merchandise and advertising of the team bringing in funds
for the colleges. Unfortunately, players earn nothing from such
forms of marketing that channel billions of funds to the school.
Besides bringing in money, there are more valid reasons
warranting payment such as the injuries athletes have to endure
through the sporting events (Vecsey, George, 128). Over 3

2. million sports relayed injuries are reported to occur every year.
Most of the injuries are normally concussions affecting the
brain hence depression, problems of balancing and even damage
to the brain.
LastName, FirstName
English 2: Critical Analysis and Intermediate Composition
Ms. Blackwell
Section #
DATE
Reader’s Response Journal
• Including the name of the author and the title of the reading,
summarize the text in one or two sentences
• Develop at least two discussion questions
• Define at least two unfamiliar words

3. American Indian Stories by Zitkala-Sa
Reader’s Response Review
Summary
In “Impressions of an Indian Childhood” of American Indian
Stories by Zitkala-Sa, the narrator’s character is shaped
through experiences such as fascination with the legends of her
people which she is exposed to at each evening meal and
training in attention to detail as her mother’s apprentice in
beadwork, awareness of the customs and traditions of the
Dakotas as described by tales of the braves (a brave transitions
to a warrior and a feast is held in his honor and the
narrator’s mother shares how a dead brave is honored), and
direct exposure to the imposition of the “palefaces” as the
narrator’s brother returns from an Eastern education and
replaces the wigwam with a log home and (despite the mother’s
misgivings) missionaries convince the narrator to leave home to
pursue an Eastern education.
Discussion Questions
1. Why does the writer begin the story with such a tragic tale as
a mother reveals to her daughter how the “paleface”
drove them from their lands and the daughter’s sister and uncle
died due to illness while traveling once they arrived at
“the western country”? The mother also reveals that the river
from where they draw water is now at risk of being taken
away by the “paleface.”
2. Why do the narrator’s misgivings about her decision to leave
home happen so soon after departure?
3. Is an education enough of a justification for such an
overprotective mother to allow her daughter to leave with

4. people
that the mother believes are dishonest? Why or why not?
Unfamiliar Words
• Wigwam – hut of the American Indians of the Great Lakes
region and eastward having typically an arched framework
of poles overlaid with bark, mats, or hides
• Defrauded – to deprive somebody of money or property by
dishonest means
Exploring Perspectives: A Concise Guide to Analysis (Chapter
3, “Developing Assertions”), was adapted by The Saylor
Foundation under a Creative
Commons Attribution-NonCommercial-ShareAlike 3.0 License
without attribution as requested by the work’s original creator
or licensee.
Page 1 of 6
Analysis
The Nature of Analysis
Jeff is not happy. His clock shows 2 a.m., but his computer
screen shows nothing. For the last four
hours he has tried to get started on an essay on William
Shakespeare’s The Tempest, but he just
doesn’t know where to begin. “It’s Professor Johnson’s fault
I’m in this mess,” he thinks to himself. “My

5. other teachers always told me exactly what and how to write,
but Professor Johnson asked us to focus
on what each of us finds important about the play. She even told
us that no one knows Shakespeare’s
real intentions, and that a million ways to analyze the play are
possible.” Jeff slams his hand down on
the table. “If this is true, how do I know when I’ve found the
right interpretation?” And Professor
Johnson made it even more difficult for Jeff by instructing her
students not to summarize the plot or give
unsupported opinions, but to come up with their own
interpretations, show why they are important, and
justify them through close readings of particular scenes. “No
one has ever shown me how to do this,”
Jeff grumbles to himself as he gulps down his third cup of
coffee.
In actuality, Jeff already possesses the ability to write an
analytical essay. He would have realized
this if he had considered the discussions and activities he
engaged in during the previous week. In
planning a date, and in thinking of the best way to convince his
parents to send him more money, Jeff
had to carefully evaluate a variety of situations to develop a
point of view that he then had to justify and

6. show why it mattered. In each of these instances, he made
plenty of assertions, statements which
present points of view; used examples, specific passages,
scenes, events, or items which inspire these
points of view; gave explanations, statements which reveal how
the examples support and/or
complicate the assertions; and provided significance, statements
which reveal the importance of the
analysis to our personal and/or cultural concerns. Analysis is a
way of understanding a subject by using
each of these elements, expressing an opinion (making
assertions), supporting that opinion (including
examples), justifying that opinion (explaining the examples),
and showing why the opinion matters
(extending the significance).
Though a complete analysis always needs to use these
elements, the reasons for engaging in it
may vary widely. For instance, sometimes the goal is to
persuade the reader to accept an interpretation
or to adapt a course of action, and other times the goal is to
explore several possible interpretations or
courses of action without settling on any one in particular. But
whether the goal is to persuade, explore,
or enlighten, analysis should always spring from a careful

7. examination of a given subject. I always tell
my students that they do not need to convince me that their
points of view are correct but rather to
reveal that they have thought about their subject thoroughly and
arrived at reasonable and significant
considerations.
Though it would be impossible to outline all the possible
manifestations and combinations of these
elements of analysis, this book will help you to create, balance,
and express each of them with
precision, clarity, and voice. The first task is to make certain all
these elements are present to some
degree throughout your paper, because when any one is missing
or dominates too much, the essay
starts to drift from analysis to a different mode of writing.
Consider, for instance, how Jeff might have
gotten off track when trying to respond to the following speech
from The Tempest, when the character
Prospero becomes morose as the play he is putting on within the
play becomes interrupted:
https://saylordotorg.github.io/text_exploring-perspectives-a-
concise-guide-to-analysis/
https://www.saylor.org/books/
http://creativecommons.org/licenses/by-nc-sa/3.0/
http://creativecommons.org/licenses/by-nc-sa/3.0/

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10. no personal responsibility - it's 2 am!
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DEFINITION
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