Past Fact and Future Fact//Complex Question

The complex question is a two part question frequently used to incriminate others (C&C 71). They are difficult to answer, without subjecting oneself to the possible consequences. Complex questions remind me of loaded questions, in that there is more to the question than meets the eye. Corbett and Conners assert that, “in an argument, fortunately, we can insist that a complex question be dealt with part by part” (71).

 

 

 

Here is an example of a complex question that I have gathered from the movie Legally Blonde. A little bit of background on what is going on: the basis of this trial, is that a young woman, Mrs. Windham, is being accused of murdering her husband. In this particular scene, Windham’s pool boy is alleging that the two were involved in a long-standing affair, which Windham vehemently denies. In order to prove that Mrs. Windham is indeed telling the truth and the pool boy is lying, Emmett, a member of the defense team, fires a series of questions directed at Enrique Salvatore (the pool boy). In the midst of his questioning, he asks Salvatore what his boyfriends name is, in which Salvatore responds, “Chuck.” Here is a link to the video:

 

 

 

http://www.dailymotion.com/video/xhr7il_he-s-gay_shortfilms

 

 

 

This illustrates a complex question because Salvatore now appears as a liar and any credibility that he had is now gone.

 

 

Past fact and future fact are two topics concerned with the occurrence and probability of events. Past fact is more focused on “something has or has not happened” it even played an important part in forensic oratory” (C&C 110). Future fact, also known as “future probability” (C&C 10) addresses the issue of “whether or not something would happen” (C&C 10). Corbett and Conners explain that it “was used most often in deliberative oratory” (C&C 10).

 

 

An example of a future fact is the idea that “if the means are available, the end will be accomplished” (C&C 112). Corbett and Conners state “odd makers at Las Vegas are certainly going to pick as the winner of the World Series the baseball team that appears to be stronger on paper” (112). However, as with many sports this is not always the case, “the team with the “best means” does not always win” (C&C 112). A recent illustration of this was USC’s upset over Stanford. The Cardinal were projected as favorites and were what most considered the better team, however they ended up losing to the Trojans, 17-20.

 

 

Here is an article listing the Cardinal as 3-4 point favorites:

 

http://www.sbnation.com/college-football/2013/11/13/5100282/usc-stanford-game-line-spread-2013

 

The Possible and The Impossible//Begging The Question

A subtopic under circumstance, the possible and the impossible, deal with persuading “others to do something” and discouraging “others from doing something. I think this topic is very common in advertisement, particularly those ads dealing with weight loss. For example, in this Weight Watchers ad, http://www.youtube.com/user/WeightWatchers, the company attempts to persuade viewers by getting a group of individuals to explain to the audience “the plan” to losing weight. Essentially, the company is saying that it is in fact possible and here’s how. Weight Watchers wants people to take action, to sign up for their product and invest in it.

Begging the question, also known as petitio principii, is a fallacy that “occurs when we assume in the premise the conclusion that we are trying to prove” (C&C 69). Corbett and Conners fault circular reasoning for this fallacy. This article written by Conor Friedersdorf for The Atlantic, http://www.theatlantic.com/politics/archive/2012/01/the-logical-fallacy-gay-marriage-opponents-depend-upon/251486/, does just that. Friedersdorf, pinpoints many instances in which former presidential candidate Rick Santorum uses the begging the question fallacy in his responses to why gay marriage should not be legalized. Rather than provide logical and sound arguments for his position in order to persuade voters to side with his argument, Santorum relies on the idea that “marriage is… a union of a man and a woman,” using this to defend his stance on the issue.

Both the topic of the possible and the impossible, as well as the begging the question fallacy are frequently used, and I can think of times when I myself have used them. While the possible and the impossible have its pros and cons, I think it is best to stay away from begging the question. Unlike some fallacies, this one should be avoided at all costs because it only weakens the argument substantially.

Maxims, Laws, and Precedents//Ad Populum and Red Herring

Laws serve as a governing board for society. They illustrate to the population what they can and cannot do. Laws allow for structure and allow for arguments to be handled in an exact way, with no ifs, ands, or buts. For example, the legal drinking age in the United States is 21. If an individual under 21 is caught drinking, he or she cannot argue that it is ok for them to drink. The law states that it is illegal for persons under the age of 21 to be in the possession or consumption of alcohol. Here are two examples of common laws across the United States. Just like in day to day life, in rhetoric, it is difficult, if not impossible to refute something that is law. “People have a great awe of the written or printed work” (C&C 118).

 

Argument ad populum can be seen greatly used by political parties, especially during campaigning and election seasons. Each party uses certain terms to describe themselves, and unfavorable ones to describe their opponents. They do so in hopes of gaining support for their cause and frightening the public from “the others”. Rather than using legitimate facts to strengthen their argument, individuals rely on emotional appeals to conjure up support and enhance their argument. This image of President Obama and First Lady Michelle Obama, depicts them as two radicals in the Oval Office. To further the message being made by the magazine, the American flag is burning in the fireplace. This image was clearly made to play on the emotions of individuals by depicting the president and First Lady as un-American and extremists.

 

 

Statistics//Faulty Generalization and Faulty Causal Generalization

Like many other things in the world, if used correctly, statistics can be very effective “in expository or argumentative writing” (C&C 116). “We can use statistics to support our own arguments or to refute the arguments advanced by the opposition” (C&C 116). However, one must be careful and critical in how he or she uses statistics because if used poorly, the consequences can be damaging to one’s argument. I think the in class assignment on Tuesday illustrated the difficulty associated when dealing with statistics. Everyone has their own opinion and interpretation of issues, in this case numbers, which can alter what he or she believes to be true. ESPN has a series called Numbers Never Lie, in which the two hosts use statistics to justify their arguments. In this segment they uses statistics to explain why the Miami Heat will not win a third NBA Championship:

http://espn.go.com/video/clip?id=9899451

Similar to the fallacy post hoc, ergo propter hoc, the faulty causal generalization fallacy deals with instances in which “all cause and effect inferences are liable” (C&C 68). The faulty causal generalization typically occurs when one assumes that because “there is a temporal relationship between events, there is also a causal relationship” (C&C 69). I think people revert to this mode of thinking when they are too lazy to conduct further research, and are simply looking for anyway to fabricate some sort of connection between topics. This type of fallacy is very common in advertising. Companies pay individuals to convey a message that well best help sell their product. The faulty generalization is similar in that it occurs when “ ‘we jump to a conclusion’ from inadequate evidence” (C&C 68). This fallacy reminds me a bit of stereotyping—for example—having unrepresentative evidence or evidence “that may not be numerous enough to warrant the conclusion” (C&C 68), yet we rely on it anyway.

In this example of a faulty causal generalization, researchers are attempting to link Facebook with as the cause of obesity. http://nation.foxnews.com/facebook/2012/12/24/study-facebook-could-cause-obesity

Blog Debate Poste 3/Rebuttal: It’s Time to Pay Up

As previously mentioned, the idea of paying student athletes is nothing new. In fact, it is a hotly debated topic, with strongly opinionated supporters and critics on each side.

One of the main arguments proposed by those who oppose paying student athletes, is that these students are essentially being compensated through receiving a free education. In a time when the cost and value of education are at an all time high, one could argue that this is more than enough. I too believe that this is a legitimate argument. However, if we are to take into account the various other students who are also receiving some sort of compensation (some of whom are in this class), in the form of a free education—does the argument still stand? Although not very common, many of these students have the luxury of being compensated for their work without losing the title of amateurism. For example, if a theater student writes a play and it manifests into a huge production, he or she has the opportunity to receive benefits in the form of monetary value. The same goes for students in the technological and scientific fields. As I already mentioned, this is not very common, but unlike student athletes, these students have the opportunity of being rewarded, monetarily, for their hard work and dedication. One could argue, that these students are not placed under a microscope the way collegiate athletes are constantly being monitored. They are not subject to constant media coverage, good and bad, or even the scrutiny brought on by their fellow peers and surrounding community. Syracuse basketball coach, Jim Boeheim, believes that student athletes are being reimbursed with fame. However, this “fame” is not always for the best. When an athletics team preforms poorly, all of a sudden everyone becomes an expert on what needs to change, people are quick to point fingers, and equally as fast to turn against their own team. College athletes not only represent themselves, but the university, on both a local and a national level.

Back in 2012, TCU made headline news because of a drug bust that involved around 19 students. However much of the media focus was not on all of the 19 students involved, but primarily revolved around the four football players who were also caught in the act. The events quickly escalated into a football based problem, rather than a student problem. Again, individuals began criticizing the team and its personnel, questioning the integrity of the program and the discipline, or lack thereof, by the school’s administrators.  It is clearly evident that no matter how much one might attempt to downplay the role of student athletes in the reputation and appearance of their, this shows just how connected the two parties are. Aside from the schools academic success, athletics is right up there. For example, the TCU Admission’s webpage illustrates just how valuable athletics is by listing it as the second tab, after application status, and preceding housing, tuition, scholarship, and requirements. In addition, one of the three major links near the bottom of the page, leads directly to the school’s athletics site; this too is grouped with meeting your counselor, and available scholarships.

Moreover, the NCAA is a non-profit organization, that most recently raked in an estimated $872 million dollars with 80% stemming from television and marketing rights (ncaa.org); in short the faces of student athletes. The NCAA has been known to graciously pay its highest ranking employees. In 2011 the not for profit organization also shelled out an estimated “$1.7 million to sitting president Mark Emmert in his first year” (usatoday.com). His total “means he received 46% more in compensation than Myles Brand,” the former NCAA president. However, Emmert was not the only one to receive a large compensation. Chief Operating Officer Jim Isch, earned nearly one million dollars in the 2011 calendar year (usatoday.com). “Overall NCAA salaries and compensation increased 3.4%, driven by pay raises in the 2%-3% range” (usatoday.com). Why is it a problem that these individuals are paid for their work? Besides the fact that the NCAA is a non-profit organization, much of the dollars making up their salary is from the work put in by the student athletes that fall under their jurisdiction, yet those same student athletes do not receive any compensation. I would not go as far as equating this to slavery in the United States, but I would compare it to colonialism.

One of the main issues surrounding the “pay for play” argument is, the controversy revolving around the marketing and selling of collegiate athletes names, image, and memorabilia. I think that it is very unrealistic to state that there is no association between a player and his or her jersey number simply because their name is not directly placed or seen on the jersey. Clearly the two are related if one can simply type in a players name and be directed to a page displaying that individual’s jersey, number included. In addition, if it were not such a problem and there were no connections between jerseys and the athlete they stand for, the NCAA would not feel the need to revise and reconsider the selling of such memorabilia. The organization went as far as filing a motion to dismiss Ed O’Bannon’s lawsuit, which was denied by a federal court judge. O’ Brannon is suing the NCAA and EA Sports in a matter revolving around this very issue. “It is a significant ruling and clears the path for student-athletes to secure some measure of fairness, said Rob Carey, the lawyer for some of the 20 players who have filed a consolidated claim” (espn.go.com). If there is any reason to pay college athletes, I argue that this is the one.

The NCAA and universities can profit off of these students names, why can’t the student profit as well, when the name belongs to them? CNBC reported obtaining “the list of the top selling NCAA football jerseys this year and all the numbers correspond to the best players in the country at this time on the biggest programs” (www.cnbc.com). Auburn University “sold the pants Cam Newton wore in the title game for $1,500,” while the University of Michigan sold pants worn by Denard Robinson in the contest versus Notre Dame for $1,300 (www.cnbc.com). Again, none of the earnings were received directly by the athlete. Apart from the NCAA and colleges and universities, countless outside parties also cash in on this lucrative business, ranging from EA Sports to Nike, adidas, and Under Armour. All are top name companies, all are profiting from the work of college athletes. Whether it is jersey sales or video game contracts, athletes should be awarded some sort of monetary benefit for their contribution.

Pay for play: should college athletes be paid? This is a question that will surely be debated for years and years to come. There are some who are for a change in action, and others who vehemently oppose such thoughts. I believe student athletes receive a large quantity of benefits, but I also believe the NCAA and other organizations unfairly exploit these athletes for the sole purpose of their own monetary gain. There are many working parts in the success of collegiate athletics, and all should receive and are entitled to compensation.

Testimonial//False Authority

After completing the readings on the topic of the testimonial and the argumentum ad verecundiam, or the false authority fallacy, I now have a better understanding of how they are used in rhetoric. In both cases, individuals typically attempt to manipulate or “create” ethos to gain support for his or her argument.

For example, when discussing “the strategy of testimonial (C&C 114),” this topic takes on many forms, in an attempt to “influence opinion, action, or acceptance” (C&C 114). As the reading explains “the testimonial does not have to come from an impartial, expert source to be persuasive” (C&C 114). Instead, “sometimes the persuasive force of a testimonial stems from the esteem we have for the person or the achievements of the one offering the recommendation” (C&C 114). This is certainly the case when dealing with advertisements and celebrity endorsements. Many times the celebrities simply know enough about the product to promote it, they are not experts in the field. As consumers, however, if we have a positive feeling attached with said celebrity, we are more likely to view them as a credible source in the product being displayed, and thus are more likely to purchase it ourselves. In this scenario, http://www.youtube.com/watch?v=uDO9hP-xKL8, actor Ashton Kutcher is the face of Nikon. Although Kutcher is completely out of his realm, as an actor dealing with technology, Nikon understands that the public does not care and by simply connecting Kutcher with the camera, they are more likely to buy it. Around twenty seconds into the ad, the company goes as far as displaying a web link titled ashtons60.com into the commercial. This is all a ploy to get consumers into believing in their product and influencing them to choose their camera over the competitors. The reading highlights that “the testimonial can be remarkably persuasive in certain circumstances and with certain audiences” (C&C 114), but it is also “remarkably vulnerable to refutation” (C&C 114). Most importantly, “the testimonial must not be used or accepted uncritically.”

Similar to the idea of the testimonial, is the argumentum ad verecundiam, commonly referred to as the fallacy of false authority. Fulkerson cites this fallacy as occurring “when someone argues by authority and uses as the source a person or persons who are not well qualified or who have a known bias” (107). He goes onto explain that it can also occur when an arguer takes the citing of one or even a few authorities as settling an issue” (107). I find it ironic that the traditional name, argumentum ad verecundiam coined by Locke, does not reflect the fallacy at all (107). Could that be considered fallacious itself? However, like the testimonial, “advertisements in which sports or entertainment figures recommend a product unconnected to their fields” (108) are considered “fallacious citation of authority” (108). Fulkerson goes onto highlight a continuum of credibility used to evaluate sources, as well as a hierarchy of possible levels of authoritativeness. In this example I found of false authority, http://www.oprah.com/book_club.html, Oprah Winfrey presents her list of books that made it into Oprah’s Book Club. This is a list of various novels that the Winfrey enjoys and thus shares with her audience. It has catapulted the sales of numerous books and placed countless authors on the road to popularity. Many individuals view Oprah as an authority figure and thus consider the books listed as being worthwhile. However, as the A Million Little Pieces controversy showed, even Oprah isn’t immune to the consequences of claiming legitimacy in a field outside of your own.

In summation, I can clearly think of times when I have bought into both the strategy of the testimonial and the fallacy of false authority. Rather than conduct my own research, I used famous faces to base my judgments and aid in making my decision as to whether or not a product is valuable. This can be viewed as an easy way out, but as the readings illustrated they are commonly used and regularly persuade/influence individuals in their decisions.

Authority// Ad Hominem

This blog deals with the sub-topic authority and the ad hominem fallacy. Falling under the topic of testimony, authority is essentially equated with ethos, a logical appeal. While the reading suggests that an individual’s authority or informed opinion “carries less weight today than it once did,” (113) it is still very much effective and highly considered when one is unsure. We typically rely on authority, when we are incapable of making a decision ourselves or do not feel completely comfortable in making the decision. However, there are several questions one should consider when dealing with conflicting expert opinions. Answering these six questions allows the individual to “determine which of the conflicting opinions will have the greater persuasive force for a particular occasion and a particular audience” (114). For example, groups such as the Apple Genius Bar and the Best Buy Geek Squad are established to provide expert opinions on matters revolving around technology. http://www.apple.com/retail/geniusbar/.

            The reading describes the ad hominem fallacy as “a form of emotional argument, the fallacy of switching the argument from a discussion of issues to a discussion of personalities” (70). This is considered a natural tendency and typically occurs when one cannot refute an opponent’s argument and turns to personal attacks to state their claim. This can be used in many occasions, ranging from politics to literary criticism. In this example, rather than attack Sarah Palin’s argument directly, President Obama attacks her authority as an expert on nuclear weapons/issues: http://www.youtube.com/watch?v=y_zSBtx76B8. This attack on the man is very common and can be either helpful or harmful to the individual expressing the attack.

Contraries and Contradictions// Either/Or Fallacy

Although it is a very common fallacy, I think the “Either/Or” Fallacy appears to be very detrimental in rhetoric, and rather than advance one’s argument it could potentially weaken it. The fallacy marginalizes groups of people and doesn’t always account for other variables. However, as the reading illustrates through its example of voting choices, the either/or fallacy can draw valid inferences. In 2001, former president George Bush is seen and heard using the fallacy when discussing his feelings on the war against terrorism. In this example found on, http://edition.cnn.com/2001/US/11/06/gen.attack.on.terror/, Bush states there is “no room for neutrality… you are either with us or against us.” Bush used this as a tactic to gain support, citing us against them. I think this was smart in that it created a feeling of togetherness, however for those opposed to the war, it could have led them to feel as if they were outsiders and unpatriotic.

While on the face it appears that contraries are very much like the topic of difference (105), “contraries on the other hand, involve opposite or incompatible things of the same kind” (105). In addition, “contraries become apparent when we compare things” (105). An example of contrary propositions are, love and hate as well as professional and amateur. Lastly, contradictions are also a topic frequented in rhetoric. “Contradiction is built on the principle that a thing cannot at the same time and in the same respect be and not be. In this example found on http://www.youtube.com/watch?v=sx2scvIFGjE, random individuals are asked whether they support Obamacare or the Affordable Care Act. Unbeknownst to them, the Affordable Care Act and Obamacare are actually, the same thing.

Pay for Play: Why college athletes should be paid

The debate as to whether or not college athletes should be paid, is one that has been touched upon for years by countless individuals. There are both pros and cons as to why they should or should not, with individuals fiercely defending his or her stance. While I do not believe there will ever be unanimous consent in favor of one side over the other, I do believe that in the future, there will be great changes as to how collegiate athletics are run. Moreover, I see great changes primarily affecting the National Collegiate Athletic Association, thus affecting the schools associated with the organization. Due to the way the current system is run and the overwhelming abundance of flaws within it, in this paper I will argue that college athletes should be compensated for their contributions to the colleges and universities they represent. I believe paying these athletes will provide a multitude of benefits, not just for the individual, but the schools as well.

First and foremost, there are constantly stories circulating in the media of athletes going broke. Most recently, the Entertainment and Sports Programming Network, commonly referred to by the abbreviation ESPN, produced a film titled “Broke,” through 30 for 30 “ a 30 part digital short films series” (espn.com). In this particular film, the audience was introduced to countless professional athletes who shared their stories on how and why they went broke, or how and why they managed to stay financially stable. The documentary highlights research showing “60 percent of former NBA players are broke within five years of retirement;” “by the time they have been retired for two years, 78% of former NFL players have gone bankrupt or are under financial stress” (sportsillustrated.com). The film goes on to explain that this typically happens because “many pro athletes get shocked by harsh economic realities after years of living the high life” (espn.com). Many end up “sucked into bad investments, stalked by freeloaders, saddled with medical problems, and naturally prone to showing off” (espn.com). So, rather than fuel this trend, why not attack the root of the problem prior to these athletes reaching the professional stage? Why not help them in bettering their lives and ensuring their financial security? Paying college athletes will solve these problems and answer these questions. It will assist them in their transition to the professional realm of sports by teaching them financial discipline and the importance of allocating their earnings wisely.

In addition, college athletes should be paid because of the amount of publicity coupled with (in some cases) the hundreds of millions of dollars they bring to their respective schools. The amount of money schools earn solely based off of athletics is unheard of. Take the University of Alabama for example; many people don’t know much about the city of Tuscaloosa other than the Crimson Tide, the name given to the school’s athletic teams and most commonly associated with the school’s football program. In the 2008 fiscal year, the football team alone raked in an estimated $124 million dollars stemming from ticket sales, donations, media rights, branding, etc (espn.com). Several million dollars behind the Tide, filling the second place spot, is the University of Texas at Austin, simply known as Texas. The Longhorn football program brought in around $120 million dollars, with a majority of the revenue coming from ticket sales (espn.com). These are just two out of hundreds of schools that are making a fortune off of their student athletes, with the athletes receiving no compensation. However, athletes do not only bring monetary benefits to their schools, they also bring in public attention.

Let’s go back to the Alabama Crimson Tide. Remove Nick Saban and the football program and what do you have left of the university? Just another Division 1 school with mediocre athletics and a decent academic system. Now, add Nick Saban and Crimson Tide football team back into the mix and what do you? A powerhouse athletic program commonly known throughout the country. While critics may try to devalue its importance, athletics can solely be responsible for putting many schools “on the map.” The exposure schools gain from simply having a strong athletic program is mind-boggling. Texas Christian University for example saw a drastic spike in the number of student applications after winning the 2011 Rose Bowl versus Wisconsin. The university saw record high numbers with 19,000 students applying for 1,800 spots (nbcdfw.com). Raymond Brown, the schools Dean of Admission, credits the spike to “the national exposure form success in athletics,” in addition to the campus and the hard work of the Admission staff (tcu360.com). Another clear example of the influence and power of athletics can be found on the TCU admissions page, www.admissions.tcu.edu. On this website, directly following the link to “meet your counselor,” is a link to the TCU Athletics’ page providing an abundance of information on what is occurring in Horned Frog athletics. Might I add that this comes before the link to “available scholarships.” If that doesn’t speak volumes, I don’t know what does.

My last few points have mostly revolved around money and how it affects all parties involved. Now, my focus is primarily on the athletes themselves. I begin by addressing the clear distinction placed on this select group of individuals. They are not merely students such as myself, they are student-athletes. Already, these men and women are placed into a category separate from the rest of the populace, clearly identifying them as something more than just students. The title “student-athlete” heightens perceptions of the individual, therefore maintain them under a constant spotlight—where everyone wants to know your business and claims that they know what is going on in your life. Student athletes do not receive enough credit, or pay, for the work they put in both in the classroom and on their respective playing fields. In addition to balancing school and athletics, they must also balance a personal life with family and friends. Many times being forced to sacrifice that life because of athletics and for the benefit of the school. For example, some athletes are forced to spend holiday breaks away from their loved ones, while the rest of the student body is off enjoying a month off from school. A lot of these athletes are at school prior to the year beginning, and after it is considered over for the rest of the students. From personal experience, I understand just how difficult this is. I have brothers that were/are collegiate athletes and their school year doesn’t begin in August and end in May, it goes beyond that. These sports consume their lives in every way, so much that these individuals have to set their academic schedules based on their practice times and other athletic duties. Wouldn’t one expect this to be the other way around? At TCU, it is not. There are so many demands and expectations placed on student athletes and yet still no compensation?

One could argue that a free education in addition to the luxuries awarded for being a college athlete serve more than enough purpose in compensating players for their talents and sacrifices. However, there are numerous students at colleges and universities that are also receiving some sort of scholarship, yet are not nearly as scrutinized as student athletes. It is also important to note, that not every individual on the roster is receiving a scholarship, some are walk-ons, others are on partial scholarships, yet they still to held to the same accountability, as their more popular counterpart. Student athletes are viewed on a national level, essentially they are the face of the university, bringing in millions of dollars, support, and respect to his or her school. Much, if not all of the decision for how student athletes and colleges and universities are expected to comply lie in the hands of the NCAA.

“Nonprofit: not conducted or maintained for the purpose of making a profit <a nonprofit organization>” (Merriam-Webster Dictionary). The National Collegiate Athletic Association, commonly known as the NCAA, refers to itself as just that; a not for profit organization. It establishes itself as an organization solely devoted to student athletes, in order to “advance academics, provide opportunities, develop like skills, and enhance communities” (ncaa.org). The organization goes on to state, “graduating from college is as important as winning on the playing field” (ncaa.org). Based off of these findings, one might conclude that the NCAA is indeed looking out for its athletes and hoping to better their lives. Who wouldn’t stand for such policies that seek to advance our youth? The NCAA even has rules in place to govern the student athletes and the schools in which they play for. On the whole, it appears as if everyone involved is held accountable for his or her actions. Coaches, players, administrators, each party knows their role, and if at any time they fail to cooperate, penalties and infractions are handed out accordingly.  However, upon further review it appears that the NCAA is in fact making a large sum of money, predominantly from the same student athletes it claims to protect.

As a nonprofit organization, the NCAA “rakes in about $800 million in revenue a year and pays its president $1.7 million—almost all from the NCAA tournament”(ncaa.org). In addition, through video game sales with partner EA Sports, the NCAA has grossed millions of dollars by emulating real life players and their schools. For example, NCAA Football allows gamers to choose which school they want to represent, while including current players from the schools roster. Aside from video game sales, the association produces athletic ware, more specifically jerseys, that are tied to players. Jersey sales also constitute as a prime source of earnings for the NCAA. Think about it. How many athletic events have you gone to and seen countless jerseys, worn by adults and kids alike? Yes, one might argue that there is no name on the jersey, therefore it is not directly associated with a player, but who comes to mind when purchasing a number 14 jersey from TCU football, or a number 2 jersey from Texas A&M? While the name may not be reflected on the jersey, it is certainly implied. Lastly, when purchasing memorabilia online, all a person has to do is type in the name of the athlete he or she is looking for and there it is, the number 14 jersey. It might not say “Dalton,” but that is probably how you found it.

My question is, who is there to punish the National Collegiate Athletic Association when they commit the infractions? It appears no one. They exploit thousands of individuals, yet face no repercussions. However, much of the NCAA’s actions are now being criticized by some of the leading and most popular names in sports. For example, former college basketball player and current ESPN analyst, Trent Dilfer, has openly spoken against the NCAA and many of its policies regarding the selling of athletes’ jerseys. Bilas went as far as tweeting images of how one can purchase college memorabilia, as mentioned above (npr.org). This move has since prompted the NCAA to declare a statement that they will “stop selling jerseys and similar products” (npr.org). This shows that the NCAA knows exactly what it is doing, and knows that it is wrong, but still does not acknowledge the party—the student athletes—that they have wronged and taken advantage of.

I could not imagine a world without sports. It is simply unthinkable; sports have become an ingrained part of society and are paramount to the success of many institutions. It is time to pay athletes for the work they do, for their schools and society.

Antecedent and Consequence//Affirming the Consequence, Denying the Antecedent

Similar to the topic of cause and effect, is the topic of antecedent and consequence. Like cause and effect, antecedent and consequence deals with detecting “a cause and effect relationship between the antecedent and consequence” (104). By doing this, the author will then be able to straighten his or her argument (104). It is suggested that “the persuader pursues this line of argument: given this situation (the antecedent), what follows (the consequence) from this? “(104). This in turn, allows the author to clearly state/explain the point he or she is attempting to persuade their audience with. However, much like other topics, it is important that the author conducts enough research that they can avoid fallacies and any rebuttals brought to them by the opposition. An example of the antecedent and consequence topic, is the incorporation of Title IX. Moreover, its affect on women and athletics specifically, is what my primary focus is on for this topic. As this New York Time article mentions, http://www.nytimes.com/interactive/2012/06/17/opinion/sunday/sundayreview-titleix-timeline.html?_r=0, prior to Title IX we saw very few girls and women participating in organized sports. However, since the implementation of the law there are over 3 million “girls and women in America playing high school and college sports.” In regards to sports Title IX “requires gender equity for boys and girls in every educational program that receives federal funding” (titleix.info).

            In addition to antecedent and consequence are the fallacies of affirming the consequent and denying the antecedent. While I am not sure I understand the fallacies 100%, upon completing the reading I feel as if I have some idea of what each one means and represents. An example of this could be the 2000 Elections http://www.infoplease.com/ipa/A0876793.html . While Al Gore did won the popular vote, he did not win the election. Therefore, if one were to make the claim, “if he captures the popular vote, he will win the election” that statement would be false, because as evidenced in the 200 Election, winning the popular vote does not guarantee the presidency.