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The research paper

The research paper. Integrating Evidence: Method 1. 7-Step Process. Decide on controlling idea and write topic sentence Explain the controlling idea Back up the controlling idea with paraphrase of evidence from expert(s) (include name of author, name of article, and date of publication)

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The research paper

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  1. The research paper Integrating Evidence: Method 1

  2. 7-Step Process • Decide on controlling idea and write topic sentence • Explain the controlling idea • Back up the controlling idea with paraphrase of evidence from expert(s) (include name of author, name of article, and date of publication) • Explain supporting evidence from expert(s) • Back up with an example and/or statistics • Explain example and/or statistics • Complete the paragraph’s idea or transition into the next paragraph

  3. Despite their obvious advantages, college athletic programs have problems.

  4. First, not all athletes – or all programs – are valued equally.

  5. According to Sue M. Durrant, author of “Title IX – Its Power and Its Limitations,” on many campuses money, equipment, and facilities have traditionally been allotted to football and basketball at the expense of less visible sports such as swimming, tennis, and field hockey (1992).

  6. Men’s sports have been given a disproportionate amount of support at the expense of traditionally female sports.

  7. In fact, until recently it was not unusual for women’s teams to use “hand-me-down” gear while men’s teams played with new “state of the art” equipment or for women’s teams to travel by bus while men’s teams traveled by air (Durrant, 1992).

  8. Although college athletic programs may claim to value all their athletes, many operate athletic programs reminiscent of “separate but equal” educational policies in the South before segregation was outlawed.

  9. In short, not valuing all athletes and programs is a major problem encountered in many athletic programs at the university level.

  10. Despite their obvious advantages, college athletic programs have problems. First, not all athletes – or all programs – are valued equally. According to Sue M. Durrant, author of “Title IX – Its Power and Its Limitations,” on many campuses money, equipment, and facilities have traditionally been allotted to football and basketball at the expense of less visible sports such as swimming, tennis, and field hockey (1992).Men’s sports have been given a disproportionate amount of support at the expense of traditionally female sports. In fact, until recently it was not unusual for women’s teams to use “hand-me-down” gear while men’s teams played with new “state of the art” equipment or for women’s teams to travel by bus while men’s teams traveled by air (Durrant, 1992). Although college athletic programs may claim to value all their athletes, many operate athletic programs reminiscent of “separate but equal” educational policies in the South before segregation was outlawed. In short, not valuing all athletes and programs equally is a major problem encountered in many athletic programs at the university level. (Adapted from “Preparing a Final Draft,” The Holt Handbook, 4th ed., p. 701.)

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