In the research article, A Study of The Relationship Between Scheduled Free Play and Academic Achievement Among Thirdgrade Students in Texas Elementary Schools, Joshua Carty argues to convince his audience of the benefits for allowing children scheduled time of physical activity and creative play. In order to answer his research question, "Does elementary school student participation in scheduled free play, also called recess, significantly increase the percentage of students passing the thirdgrade TAKS for Reading and Mathematics?", the author/researcher sites many sources; such as past researchers, their data, and the author's own findings. The researchers that the author of this article uses for reference include Anthony D. Pellegrini, David F. Bjorllund, and Eric Jensen. Carty based his findings on the information collected by researchers previous to him and his own observations of the children’s behavior and survey results. Carty uses this abundance of data to evaluate the affects recess has on elementary school students. Therefore, it is an argument of evaluation. This paper's rhetorical appeals lies mostly, if not entirely, with ethos and logos as the author is constantly backing up his claims with highly credible sources and thoroughly explaining the logic behind his methods. Carty’s audience would most likely be college students, teachers, other researchers, and anyone who would be interested in reading a research paper.

 https://0-search-proquest-com.wizard.umd.umich.edu/socialsciences/docview/1873603759/A822335913AE40E0PQ/10?accountid=14578