Analysis Of Dodgeball In Physical Education By Rick Reilly

To create a strong argument, writers use persuasive techniques such as Ethos, Pathos, and Logos. In the articles “Position on Dodgeball in Physical Education,” by The National Association for Sport and Physical Education, and “The Weak Shall Inherit the Gym,” by Rick Reilly, both authors focus on using persuasive techniques to make claims about the relevance of dodgeball in physical education.
Through the use of statistics and emotional appeal, the National Gym Association presents its argument and leads the reader toward their anti-dodgeball stance. To begin, when the author is arguing against the benefits of dodgeball, he claims, “The students who are eliminated first in dodgeball are typically the ones who need to be active and practice

For example, to open the passage and inform the reader of his stance, Reilly states, “Dodgeball has been outlawed by some school districts… the school board wants to ban any game with “human targets”” (1008). By using strong language such as “outlawed” and “ban” Reilly exaggerates the argument, almost to the point of hyperbole. He does this because he wants to make the other side of the argument seem ridiculous. This strong language gives the idea that the argument is important, even if that's untrue. He also villainizes the opposing side by using words that usually carry a negative connotation. Saying that they outlawed dodgeball has a bigger impact than saying that they simply no longer play it. Later, when recalling a memory from his time in school, Rielly tells about a dodgeball game in which the “underdog” beat the top player. “...Joe whirled around to see who’d done it and saw that it was none other than Melvin” (1010). By sharing this story, Reilly provides insight into how students feel about dodgeball. Since they’re the ones playing, it makes sense that they would know the most about how the game affects their school experience. Riley uses this to support his argument by using a student’s perspective. The idea behind this argument is that, if kids like it and get the exercise that they need, then it should be allowed in schools. Finally, Rielly’s mixed use of varying persuasive techniques creates a strong argument with a very clear