Daniel Pendleton

Christine Staco
UWRT 1102
Artists Statement for CIP Steps 9 & 10
Step 9: Genre Piece #1
Purpose The main purpose for this collaborative inquiry project is to
explore the issue of whether or not student athletes should be paid for playing their
sport. This genre piece tries to answer this question by looking at what the NCAA
does with the money that their student athletes make and whether or not it would
be possible for the NCAA to pay student athletes. The ultimate purpose of this genre
piece is to inform the public of the issue of student athletes getting paid.
Audience The primary audience of this genre piece is mainly student
athletes and coaches. However, this genre piece is also made for anyone who
desires to read it because that would help inform the public, which is the main
purpose of this genre piece.
Rhetorical Appeals This genres piece uses two of the three ideas of Ethos,
Pathos, and Logos. Ethos is used in this genre piece because I pulled the main facts
and information from multiple, reliable sites including the NCAA official website.
Pathos is not used at all because the main purpose of the genre piece is to inform the
public. Logos is used a whole lot in this piece. Almost the entire bulk of this genre
piece is filled with statistics and dollar amounts.
Modes & Media Since this genre piece was mainly dealing with money
amounts and statistics, I decided that an essay would be the best way to represent
the information while explaining where all the money is going. It also fits in
informing the public of the issue of whether student athletes should be paid or not.
Elements of the Genre I decided that because this is an essay, this genre
piece should contain an introduction paragraph followed by at least three body
paragraphs and finished with a conclusion paragraph. The introduction paragraph
was made to introduce the issue of whether student athletes should be paid or not
so that the reader can understand what the essay saying. I organized the three body
paragraphs in the order of where the NCAA gets the money, how much the NCAA
gets to keep, and where does the rest of the money go along with how much reaches
the student athletes. Finally, in the conclusion paragraph, I take all the previous
information and form a conclusion of whether student athletes should be paid and if
they could be paid.

Step 10: Genre Piece #2

Purpose The main purpose for this collaborative inquiry project is to
explore the issue of whether or not student athletes should be paid for playing their
sport. This genre piece focuses on the fact that student athletes are not allowed to
receive gifts and shows the ridiculousness of it through metaphors.
Audience There is not really any main audience this is geared to. It is made
for anyone who is interested in reading it.
Rhetorical Appeals This genre piece really only uses Pathos. Ethos is not
used because there is no need for reliable sources due to the fact this genre piece is
purely fictional. Logos is also not needed because, again, this is a fictional piece and
statistics would take away from that. Pathos is used greatly in this piece because for
one, it is a fictional piece that tries to show the ridiculousness of the situation, and
two, it uses this ridiculousness to sway the reader to choose the more logical choice.
Modes & Media Since I want to use metaphors to give a moral to the story, I
decided to right a fictional short story. By doing this, I get to show a scenario
equivalent to student athletes not being allowed to receive gifts. By swaying the
reader to think one way about the metaphor, they would then supposedly think the
same about the real issue.
Elements of the Genre Because this genre piece is a fictional and
metaphorical story, I tried to fit the style of a fairy tale. I do this in several ways
such as starting with Once upon a time, setting up the scenario for the conflict to
happen, and set off a trigger to start the conflict. Also, there are several uses of
metaphors and symbolism. Examples of this include gladiators representing student
athletes, the sword representing the gift, the hare representing the unseen witness
who tattles, and the judge who represents the NCAA. At the end of the piece, I
change the judge to be the reader in order to make the reader choose a side. By
doing this, I also make the reader choose a side on the issue of student athletes not
being allowed to accept gifts.