Mapping My Writing Evolution

Academic Portfolio

Welcome to my ePortfolio, where I showcase my academic writing achievements and development throughout the ENC 1102 course. This platform highlights my progression as a writer through diverse projects and assignments.

ENC-1102

Coursework

Research Proposal

Shane Dodich
Prof. Hardwick
ENC1102-25
14 September 2025

Proposal Essay

In today’s world, one of the biggest problems we face is the lack of physical activity in everyday life. Even though technology has made life easier in many ways, it has also made people more inactive. Many of us sit for long hours in school, at work, or at home on phones and computers, and this has a huge effect on our health. The problem of physical inactivity is not just about being out of shape, it creates both physical and mental health consequences that can last a lifetime. If we continue ignoring this problem, the effects will only get worse. This issue deserves serious attention and further investigation because it threatens both individuals and society as a whole.
Physical inactivity is a problem that resembles other public health crises, such as smoking or obesity, because it develops slowly over time and leads to devastating long-term consequences. According to Blair (2009), physical inactivity is “the biggest public health problem of the 21st century” (p. 1). He explains that millions of deaths worldwide each year can be traced back to
people not getting enough exercise. Just like how smoking was once ignored until its damage became undeniable, inactivity is now being overlooked despite clear evidence of harm. Defining it as a true epidemic helps people understand that it is not only a personal lifestyle choice but a problem with global implications. One major problem with inactivity is the damage it does to the human body. People who do not move enough have higher risks of serious diseases like diabetes, heart disease, and obesity. The Centers for Disease Control and Prevention (CDC, 2022) reported that physical inactivity
contributes to one in ten premature deaths in the United States. Exercise keeps blood pressure stable, improves circulation, and strengthens the heart, but when it is absent, the body struggles to stay healthy. For young adults especially, staying inactive can set the stage for health problems at a very early age, and once those habits form, they are difficult to break. In short, inactivity silently weakens the body and shortens life expectancy. Another part of the problem is how inactivity affects mental health. Exercise is proven to release
chemicals in the brain that improve mood and reduce stress. Without it, people are more likely to experience depression, anxiety, and low self-esteem. A study by Chekroud et al. (2018) found that people who exercised had 43% fewer poor mental health days compared to those who did not exercise. Many students who avoid physical activity may feel more tired, less focused, and even disconnected from their peers. When mental health declines, it also impacts school performance and relationships. This shows that inactivity is not just about physical health, it has direct consequences for how people think, feel, and act. A big question to ask is: what are the consequences today? In many communities, especially in the United States, we already see the results of inactivity. Obesity rates are higher than ever, and more children are being diagnosed with health problems that used to only affect adults. The CDC
(2022) reported that nearly 1 in 5 children and teens in the United States is now classified as obese, and inactivity is a major contributor. At the same time, young people are spending more time online or in front of screens, and less time being active. The short-term result is lower energy and poorer mental health. The long-term result is a future generation facing expensive
medical problems that could have been prevented with a more active lifestyle.
Another consequence comes from how schools and communities budget physical education. In many schools, PE classes and sports programs have been cut because of money issues or more focus on academic testing. This leaves students with fewer opportunities to exercise. If children do not develop healthy attitudes about fitness early on, they are less likely to stay active as
adults. According to a report by the World Health Organization (2020), 81% of adolescents worldwide are not physically active enough, partly because of fewer structured opportunities at school. This cycle creates bigger health problems for society in the future. When young people are not encouraged to value exercise, the problem of inactivity grows from one generation to the
next. It is also important to look at how inactivity affects different groups of people. Low-income families often have less access to safe parks, gyms, or after-school sports. This creates inequality in who can stay active and who cannot. Research shows that neighborhoods with higher poverty rates often lack sidewalks, safe streets, or green spaces, making it harder for residents to be active (Sallis et al., 2016). Minority communities also face these challenges more often, which leads to health disparities. When inactivity combines with social inequality, it becomes not only a personal health issue but also a social justice problem. Physical inactivity deserves further investigation because it affects every part of society. It creates health problems, worsens mental health, and places a financial burden on families and healthcare systems. According to Blair (2009), physical inactivity costs billions of dollars each year in medical expenses. If we continue to ignore the issue, these costs will keep rising.
Research is necessary to better understand how widespread the problem is, which communities are most at risk, and what long-term consequences are already unfolding. By researching deeper, we can show that this problem is not a matter of choice, it is a crisis that affects everyone, directly or indirectly.
The research I have collected so far has helped me understand the seriousness of the issue. Blair’s (2009) article defines inactivity as a true public health problem. Chekroud et al. (2018) provide data showing how inactivity affects mental health. The CDC (2022) demonstrates the massive consequences inactivity has on children and adults in the United States. Each of these
sources shows that the problem exists and is getting worse. Together, they prove that this is not just a personal matter but a global crisis. This is why physical inactivity is one of the most serious problems we face today. It harms the body, it damages mental health, and it shows clear negative consequences in schools and communities. It also reveals inequalities that make some groups suffer more than others. At this stage of my research, I am focusing on understanding the problem itself and why it matters so much. The more we learn about the consequences of inactivity, the more we can see how
dangerous it is if left unchecked. This issue is not just about individual choices, it affects society as a whole. For these reasons, it is a problem worth investigating further, and one that cannot be ignored.

Sources:

Blair, S. N. (2009). Physical inactivity: The biggest public health problem of the 21st century.

British Journal of Sports Medicine, 43(1), 1–2. https://doi.org/10.1136/bjsm.2009.059360

Centers for Disease Control and Prevention. (2022). Physical activity facts.
https://www.cdc.gov/physicalactivity/basics/index.htm

Chekroud, S. R., Gueorguieva, R., Zheutlin, A. B., Paulus, M., Krumholz, H. M., Krystal, J. H., & Chekroud, A. M. (2018). Association between physical exercise and mental health in 1.2 million individuals in the USA between 2011 and 2015: A cross-sectional study. The Lancet Psychiatry, 5(9), 739–746. https://doi.org/10.1016/S2215-0366(18)30227-X

Sallis, J. F., Floyd, M. F., Rodríguez, D. A., & Saelens, B. E. (2016). Role of built environments in physical activity, obesity, and cardiovascular disease. Circulation, 125(5), 729–737. https://doi.org/10.1161/CIRCULATIONAHA.110.969022

World Health Organization. (2020). Global action plan on physical activity 2018–2030.
https://www.who.int/publications/i/item/9789241514187

Annotated

Bibliography

Physical inactivity has become one of the most serious public health problems in the modern world especially among young people. This annotated bibliography explores the physical, mental, and social effects of a sedentary lifestyle and the urgent need for increased physical activity. The research includes studies and reports from the Centers for Disease Control and
Prevention, the World Health Organization, and the Office of Disease Prevention and Health Promotion. All provide evidence that inactivity leads to chronic diseases, higher stress levels, and shorter life expectancy. Additional sources such as Piercy and Troiano discuss how public health programs and education systems can promote more active lifestyles through community planning and physical education. Together these sources show that physical inactivity is not just a personal choice but a social and global issue that demands action through education, awareness, and better health policies. The findings support the argument that increasing physical activity can greatly improve both individual well-being and long-term public health outcomes. This abstract clearly summarizes the topic, explains what the sources cover, and connects them
to the main argument. It gives readers a sense of the issue’s importance and how the research supports solutions to increase physical activity.

Blair, S. N. (2009). Physical inactivity: The biggest public health problem of the 21st century. British Journal of Sports Medicine, 43(1), 1–2.
https://doi.org/10.1136/bjsm.2009.059360

Blair argues that physical inactivity is one of the leading causes of preventable disease and early death worldwide, similar in scale to smoking. The article highlights how modern lifestyles, increased screen time, and sedentary jobs contribute to rising rates of

cardiovascular disease, diabetes, and obesity. Blair uses global mortality data to
emphasize the severity of inactivity as a health threat. This article provides essential background for defining physical inactivity as a worldwide epidemic rather than an individual choice. It will be used early in the essay to establish the seriousness of the issue and to set the foundation for why stronger interventions are necessary to promote public health and long-term well-being.

Booth, F. W., Roberts, C. K., & Laye, M. J. (2012). Lack of exercise is a major cause of chronic diseases. Comprehensive Physiology, 2(2), 1143–1211.
https://doi.org/10.1002/cphy.c110025

Booth and colleagues explore the biological mechanisms linking inactivity to chronic illnesses such as heart disease, diabetes, and certain cancers. They explain how inactivity disrupts metabolism, increases inflammation, and weakens the immune system. This research strengthens the scientific basis for viewing physical activity as a form of preventive medicine. It will be used to provide deeper physiological evidence supporting the essay’s argument that regular movement is essential to maintaining long-term health. This article also connects inactivity to modern lifestyles that prioritize convenience over
movement, helping show how society’s design contributes to worsening health outcomes.

Centers for Disease Control and Prevention. (2023). Benefits of physical activity. U.S. Department of Health and Human Services.
https://www.cdc.gov/physicalactivity/basics/pa-health/index.htm

This article from the CDC outlines both the physical and mental benefits of regular physical activity. It discusses how consistent movement reduces the risks of heart disease, diabetes, obesity, and depression while improving energy and overall mood. The CDC also provides recommendations for the minimum amount of exercise needed for different
age groups. This information supports the essay by offering credible national data from one of the most trusted public health agencies in the U.S. It will be used to explain the direct link between exercise and disease prevention and to strengthen the argument that increasing access to safe, structured physical activity programs can improve health across American communities.

Chekroud and colleagues analyzed data from over one million Americans to study the relationship between exercise and mental health. The findings show that people who exercised had 43% fewer poor mental health days compared to those who did not. The authors conclude that even moderate exercise has a strong positive impact on mood, stress, and anxiety. The article’s large sample size makes it a reliable and important source. This study will support the essay’s section on mental health by proving that inactivity not only harms the body but also leads to psychological distress. It will also highlight how small lifestyle changes can result in major improvements in emotional well-being.

Dishman, R. K., Heath, G. W., & Lee, I.-M. (2013). Physical activity epidemiology (2nd.). Human Kinetics.

This textbook provides a broad overview of how physical activity influences public health, including patterns, trends, and prevention strategies. The authors discuss epidemiological studies showing how physical activity lowers disease risk and improves quality of life. The text also explains methods for measuring population activity levels, which helps identify target groups for intervention. It will be used in the essay’s introduction to provide theoretical context and explain why promoting activity is essential for a healthier society.

Guthold, R., Stevens, G. A., Riley, L. M., & Bull, F. C. (2018). Worldwide trends in
insufficient physical activity from 2001 to 2016: A pooled analysis of 358 population-based surveys with 1.9 million participants. The Lancet Global Health, 6(10), e1077–e1086. https://doi.org/10.1016/S2214-109X(18)30357-7

Guthold and colleagues examine 15 years of data on global physical inactivity. Their results show that inactivity levels have remained high despite increased awareness campaigns, particularly in wealthier nations. The authors discuss factors such as technology use and car-based living that limit daily activity. This source provides strong evidence that progress has stalled and highlights the urgent need for better policies. It will be used in the essay’s section on current challenges to show that raising awareness is not enough, structural change is necessary.

Hallal, P. C., Andersen, L. B., Bull, F. C., Guthold, R., Haskell, W., & Ekelund, U.
(2012). Global physical activity levels: Surveillance progress, pitfalls, and prospects. The Lancet, 380(9838), 247–257. https://doi.org/10.1016/S0140-6736(12)60646-1

Hallal and coauthors analyze global data collection on physical activity, noting both progress and limitations. They argue that many countries lack accurate systems for tracking exercise participation, which makes it harder to develop effective programs. The article also compares national approaches to promoting activity. This source will help the essay discuss the importance of consistent data collection and policy evaluation. It provides useful insights for understanding why global inactivity rates remain high despite
efforts to promote exercise.

Kohl, H. W., & Cook, H. D. (Eds.). (2013). Educating the student body: Taking physical activity and physical education to school. National Academies Press.
https://doi.org/10.17226/18314

This book discusses the importance of incorporating daily physical activity into schools and how it benefits both learning and health. It explains that students who engage in regular exercise perform better academically and have fewer behavioral issues. The authors recommend that schools make physical education a priority and integrate movement throughout the school day. This source will be used to support the essay’s section on education reform, showing that increasing PE programs is a key way to promote lifelong healthy habits and combat youth inactivity.

Lee, I.-M., Shiroma, E. J., Lobelo, F., Puska, P., Blair, S. N., & Katzmarzyk, P. T.
(2012). Effect of physical inactivity on major non-communicable diseases worldwide: An analysis of burden of disease and life expectancy. The Lancet, 380(9838), 219–229. https://doi.org/10.1016/S0140-6736(12)61031-9

This article quantifies the global impact of physical inactivity on diseases such as heart disease, cancer, and diabetes. The researchers estimate that inactivity causes 6%–10% of major noncommunicable diseases and shortens global life expectancy. The findings emphasize that inactivity is comparable to smoking and obesity in its effect on mortality. This study will be used to highlight the worldwide health burden of sedentary living and to provide strong statistical evidence in the introduction of the essay. It also reinforces the need for urgent international policy responses to combat the epidemic of inactivity.

Office of Disease Prevention and Health Promotion. (2024). Physical activity guidelines for Americans (3rd ed.). U.S. Department of Health and Human Services.
https://health.gov/sites/default/files/2024-01/PAG3_ExecSummary.pdf

This government document gives updated recommendations for physical activity levels across age groups. It highlights how different types of movement, like aerobic exercise, muscle strengthening, and flexibility training, contribute to long-term health. The report also discusses how schools and communities can apply these guidelines to reduce sedentary behavior. This source supports the essay by providing scientifically backed guidance from public health experts. It will be used to suggest realistic and measurable solutions for increasing physical activity in both children and adults. The guidelines will also help develop a section of the essay focused on community and policy-based
interventions.

Piercy, K. L., & Troiano, R. P. (2018). Physical activity and public health: A call for
action. Journal of Physical Activity and Health, 15(6), 401–402.
https://doi.org/10.1123/jpah.2018-0182

Piercy and Troiano argue that awareness of the importance of physical activity is not enough; there must be stronger efforts from public health organizations to put policies into action. They call for collaboration between schools, governments, and communities to increase participation in physical activity programs. This article helps bridge the gap between data and real-world action, showing that while research on exercise is well established, the challenge lies in implementing solutions. It will be used to connect the essay’s evidence with the need for institutional change, showing that addressing inactivity requires leadership at every level of society.

Sallis and colleagues focus on how community design and environmental factors affect physical activity. They explain that neighborhoods with sidewalks, bike lanes, and parks encourage exercise, while car-dependent areas discourage it. Their research shows how access to safe, well-designed spaces can directly impact obesity and heart disease rates.
This source supports the essay by connecting physical inactivity to social and

environmental structures rather than personal motivation alone. It will be used to argue that improving urban planning and public spaces can help communities become healthier and more active, emphasizing that change must start with the environments where people live.

Trost, S. G., & Owen, N. (2010). Sedentary behavior and health. British Journal of
Sports Medicine, 44(13), 873–875. https://doi.org/10.1136/bjsm.2010.071472

Trost and Owen make a key distinction between sedentary behavior and physical
inactivity. They explain that sitting for long periods can still harm health, even for people who meet weekly exercise goals. The article cites research linking prolonged sitting to obesity, heart disease, and early death. This source will be used to expand the essay’s argument by showing that the issue is not only about exercise but also about reducing total sedentary time in daily life. It supports the idea that schools and workplaces should encourage movement breaks throughout the day.

Warburton, D. E. R., & Bredin, S. S. D. (2017). Health benefits of physical activity: A systematic review of current systematic reviews. Current Opinion in Cardiology, 32(5), 541–556. https://doi.org/10.1097/HCO.0000000000000437

Warburton and Bredin summarize dozens of systematic reviews that prove the benefits of exercise for heart health, longevity, and mental well-being. The authors conclude that physical activity consistently reduces mortality and disease risk. This source will be used to strengthen the essay’s overall argument by demonstrating that the scientific consensus on exercise’s benefits is overwhelming. It adds credibility to the essay’s claim that physical activity is one of the most effective and affordable ways to improve population
health.

World Health Organization. (2022). Global status report on physical activity 2022.
https://www.who.int/publications/i/item/9789240064195

The World Health Organization’s report provides a global overview of physical activity trends, revealing that 80% of adolescents and 25% of adults fail to meet recommended exercise levels. It discusses how sedentary lifestyles contribute to major noncommunicable diseases and billions of dollars in healthcare costs each year. The WHO emphasizes the need for national policies that promote physical activity through schools, workplaces, and community programs. This report will be used to provide international context and show that inactivity is a worldwide issue, not just an American one. It supports the essay’s claim that addressing this problem requires coordinated government and social initiatives across countries.

Final

Research Essay

OUTLINE:

Introduction

Hook: In today’s world, technology makes life easier, but it has also made people more inactive. Many students spend their days sitting at desks, staring at screens, and moving very little.
Define Term: Physical inactivity refers to the lack of sufficient movement for health and well-being.
Thesis: Physical inactivity has become a serious problem among young people, leading to both physical and mental health issues. Schools should require short daily movement breaks and integrate physical activity into their schedules to improve student focus, health, and well-being.

Body Paragraph 1: The Problem

Topic Sentence: Physical inactivity is one of the biggest health problems of the 21st century.
Support: Studies show that sitting for long hours increases the risk of heart disease, obesity, and depression (Blair, 2009; CDC, 2022).
Explanation: Most schools prioritize test scores and screen time over movement, which teaches children to sit still rather than stay healthy.
Transition: If schools continue this pattern, more students will face health problems that last into adulthood.

Body Paragraph 2: Mental Health Impacts

Topic Sentence: Inactivity harms not just the body but also the mind.
Support: Exercise improves mood and focus by releasing endorphins, while inactivity raises stress and anxiety (Chekroud et al., 2018).
Explanation: Active students report better emotional balance and classroom participation.
Transition: To solve this problem, schools need to promote simple, structured movement opportunities during the day.

Body Paragraph 3: Proposed Solution

Topic Sentence: Schools should add short daily movement breaks between classes.
Support: Breaks as short as five minutes can boost focus, reduce stress, and improve energy levels.
Explanation: Movement breaks can include guided stretches, mindfulness exercises, or classroom walks that require no gym equipment.
Transition: This solution is both practical and affordable for all schools.

Body Paragraph 4: Counterclaim

Topic Sentence: Some argue that adding daily movement breaks would interfere with academic instruction or cost too much to implement.
Support: Critics believe that schools already have limited class time and resources for new programs.
Transition: However, evidence shows that exercise enhances learning rather than interrupts it.

Body Paragraph 5: Refutation

Topic Sentence: Movement breaks do not require expensive facilities or extended time.
Support: Teachers can lead quick, low-cost exercises that improve students’ concentration and performance.
Evidence: Research by the WHO (2020) and Sallis et al. (2016) shows that even small amounts of daily activity improve student health.
Explanation: Physical activity promotes academic success rather than taking away from it.

Body Paragraph 6: Call to Action

Topic Sentence: Schools, teachers, and policymakers must make movement a normal part of the school day.
Support: Students who move more think more clearly, perform better, and develop lifelong healthy habits.
Call to Action: Every school should begin implementing at least one short movement break daily to create healthier and more successful students.

Conclusion

Restate Thesis: Increasing physical activity in schools is essential to protecting student health and improving focus.
Final Thought: The solution is simple and affordable, by making time to move, schools can create a generation that is not only smarter but stronger.

FINAL:

Shane Dodich
Professor Hardwick
ENC 1102
25 November 2025

Physical Inactivity as a Modern Public Health Crisis and the Case for Mandatory School Movement Breaks

In today’s rapidly advancing world, people benefit from conveniences that previous generations never could have imagined. Daily tasks that once required physical effort are now automated, simplified, or replaced entirely by technology. Although these developments make life easier, they also contribute to a silent yet serious problem that grows each year. Physical inactivity has become one of the most pressing but overlooked public health crises of modern society. Long hours spent sitting in classrooms, offices, and bedrooms have turned inactivity into a daily norm. Because many individuals underestimate the consequences of a sedentary lifestyle, the problem continues to grow across age groups, especially among children and adolescents. In order to address this issue long term, schools should incorporate mandatory movement breaks throughout the day because early prevention is the most effective way to reduce the physical,
mental, and societal consequences of inactivity.

Physical inactivity has far reaching consequences that extend far beyond physical fitness. The World Health Organization reports that physical inactivity is one of the leading risk factors for global mortality and contributes to heart disease, diabetes, obesity, and several forms of cancer (World Health Organization). Public health researcher Steven Blair even calls physical inactivity “the biggest public health problem of the 21st century” (Blair 1). The Centers for Disease Control and Prevention explains that inactivity is associated with around ten percent of premature deaths in the United States each year (Centers for Disease Control and Prevention). Many people assume inactivity only affects older adults, but children and teenagers now spend more time sitting than ever before. Long school days, increased screen use, limited recess, and reduced physical education requirements all contribute to excessive sedentary behavior. Because children tend to adopt patterns that carry into adulthood, inactivity early in life raises long term health risks. Mental health consequences further highlight why inactivity must be addressed. Research published in The Lancet Psychiatry found that people who exercise regularly experience approximately forty percent fewer days of poor mental health than those who do not (Chekroud et al. 739). Young people who spend large portions of the day sitting have higher levels of anxiety, depression, irritability, and difficulty concentrating. Because exercise increases blood flow, boosts dopamine and serotonin, and reduces stress hormones, movement plays a significant role in overall emotional wellbeing.

For students, this means physical activity is directly tied to academic performance, attention span, self esteem, and emotional regulation. When inactivity becomes a regular pattern in childhood, mental health challenges become more likely to persist into adulthood. The social effects of physical inactivity are equally concerning. Communities with few opportunities for safe outdoor play or exercise often see higher rates of obesity, lower academic achievement, and increased long term healthcare costs. Large international studies show that people in less activity friendly environments are significantly less likely to meet daily movement recommendations and face higher risks of chronic disease (Sallis et al. 2207–2208). Children who grow up in these environments also have fewer opportunities to develop important social skills that come from physical play, teamwork, and group activities. Because physical activity is often linked with confidence, communication, and emotional resilience, inactivity can lead to isolation and reduced engagement in social settings. From a societal perspective, the long term financial burden of inactivity accumulates through increased healthcare spending, reduced workplace productivity, and lower quality of life for entire communities (Blair 1). Some argue that implementing movement breaks in schools would take away instructional time, interfere with academic schedules, or create unnecessary disruptions. Critics often claim that schools already struggle with limited instructional hours and tight curriculum requirements, and adding structured movement would only make it harder for teachers to remain on schedule. Additionally, some teachers worry that movement breaks will overstimulate students or make it more difficult to maintain classroom discipline after the activity ends. However, these concerns overlook the substantial evidence showing that structured movement
improves rather than harms academic outcomes.

The CDC confirms that physical activity enhances students’ ability to focus, improves working memory, and increases overall classroom engagement (Centers for Disease Control and Prevention). Short movement breaks do not undermine instructional time because students return with better concentration, stronger emotional regulation, and improved cognitive functioning. In other words, movement breaks make the instructional minutes that follow more effective. Another concern raised by critics is the cost of implementing new activity requirements in schools. Some assume that exercise programs require expensive gym equipment, professional trainers, or redesigned classroom spaces. However, this concern is based on a misunderstanding of what movement breaks actually look like. Movement breaks do not require machines, weights, sports equipment, or even a gym. They can be completed anywhere, including classrooms, hallways, or outdoor spaces. The activities can be as simple as stretching, guided breathing, standing exercises, light cardio, or walking laps around the classroom. Because these activities rely on space rather than equipment, they are accessible to schools of all income levels, including those with limited budgets. Furthermore, movement breaks offer benefits that far outweigh their minimal implementation cost. When students participate in daily movement activities, they demonstrate better attention, improved behavior, and higher academic performance over time (Centers for Disease Control and Prevention). Schools that prioritize physical activity experience fewer disciplinary referrals and increased student motivation.

These improvements reduce long term school costs associated with tutoring, counseling, remedial instruction, and discipline management. By investing a small amount of time in structured movement, schools gain measurable academic and behavioral benefits. A counterclaim often presented is that students already receive physical education classes, making additional movement unnecessary. While physical education is important, the reality is that many schools have reduced PE time in recent years or eliminated daily PE entirely. According to the CDC, only around twenty two percent of schools require daily physical education, and most PE classes occur once or twice per week, which is far below the recommended amount needed for proper physical and mental health (Centers for Disease Control and Prevention). Students sit for six to eight hours a day, meaning occasional physical education is not enough to offset extended sedentary behavior. Movement breaks work because they interrupt long stretches of sitting and allow students to reset mentally and physically. Even adults benefit from stand up breaks every hour, so expecting children to sit still for long periods contradicts what research shows about attention span and healthy brain functioning. Regular movement during the school day supports healthy development and reduces long term health risks in ways that occasional PE cannot (World Health Organization). Another key point in refuting the counterclaim is that movement breaks do not require academic tradeoffs. Research from large exercise and cognition studies shows that students who participate in short movement sessions perform significantly better on memory and cognitive tests than students who remain seated (Chekroud et al. 744–745). Additional research shows that physical activity increases brain plasticity, meaning the brain becomes more efficient at forming new connections. This allows students to learn new material more effectively and retain information longer (Blair 2). Movement breaks also promote equity in education. Students from low income areas often have fewer opportunities for organized sports, gym memberships, or safe outdoor play spaces. For these students, school may be the only place where they receive consistent physical activity. Incorporating movement into the school day helps ensure that every child, regardless of socioeconomic status, has access to basic physical wellness opportunities that support academic success and mental health (Sallis et al. 2211).

Addressing the counterclaim also requires acknowledging that movement breaks support teachers as well as students. Teachers often struggle to keep students engaged, especially during long lessons. Fatigue, restlessness, and lack of focus can make it difficult to manage classrooms effectively. Movement breaks help teachers maintain classroom control by allowing students to
release energy in healthy and structured ways. The result is a calmer, more focused group that is easier to teach. Teachers who use movement breaks often report improved student behavior, smoother transitions, and fewer classroom disruptions. One important point that must be emphasized is that movement breaks are realistic, practical, and highly adaptable to any school environment. They can be implemented in urban, rural, and suburban schools. They are effective in small classrooms and large classrooms alike. Teachers can customize activities to fit student needs, class length, or learning objectives.
Movement breaks can be two minutes or ten minutes depending on the schedule. Because they require almost no materials, schools do not need to restructure their budgets or hire additional staff. This makes movement breaks one of the most cost effective and impactful interventions that schools can adopt. It is also important to consider the long term societal benefits of promoting physical activity from an early age. When students learn healthy habits early, they are more likely to maintain those habits into adulthood. This reduces healthcare costs, lowers rates of chronic disease, and improves overall quality of life (World Health Organization). Encouraging movement in schools also fosters a culture of wellness that students carry with them outside of
the classroom.

Families benefit because children become more aware of the importance of activity and may encourage healthy behaviors at home.
To further strengthen the case for mandatory movement breaks, it is helpful to examine examples from schools that have already implemented them. Several elementary and middle schools across the United States have incorporated programs that guide students through quick physical activities between lessons. Teachers in these schools report improved attention, fewer behavioral issues, and increased student enjoyment during academic tasks. Some schools have
implemented classroom walking tracks, allowing students to walk laps during lessons that involve discussion or listening. Others have created short mindfulness and stretching sessions between subjects. These examples demonstrate that movement breaks are not theoretical but actively practiced, practical solutions already producing measurable results. Another important dimension is the psychological development of children. Excessive
sedentary time affects more than physical health. It influences self esteem, emotional resilience, and stress management. Children who engage in regular physical activity release hormones that reduce anxiety and elevate mood (Chekroud et al. 742). This allows them to approach academic challenges with greater confidence and mental clarity. Movement breaks can reduce frustration,
help students self regulate, and provide healthy outlets for emotional energy. Because schools play a significant role in shaping behavioral patterns, incorporating movement into the learning environment encourages both physical and emotional maturity. Additionally, movement breaks support neurodiverse learners. Students with ADHD, anxiety, autism spectrum disorders, and sensory processing challenges benefit significantly from structured opportunities to move. For these students, sitting still for long periods can be
overwhelming and counterproductive. Physical activity helps them regulate sensory input, manage energy levels, and stay engaged. Offering movement breaks makes classrooms more inclusive and equitable by recognizing that not all students learn best while seated (Centers for Disease Control and Prevention). Even academically gifted or high achieving students benefit from movement. Research shows that high achieving students experience reduced cognitive fatigue and improved creative thinking when movement is incorporated into learning (Blair 2).

Because physical activity increases oxygen flow to the brain, it enhances problem solving, creativity, and analytical thinking. This makes movement breaks beneficial for all learners, not only those struggling academically or behaviorally. As society continues to rely more heavily on technology, inactivity will only increase unless intentional steps are taken to integrate movement into daily routines. Schools are uniquely positioned to combat this trend because they influence millions of children during the most important developmental years of their lives. Implementing movement breaks does not require massive curriculum changes or costly reforms. It requires only a commitment to prioritizing student wellness as seriously as academic achievement. With the overwhelming evidence supporting movement breaks and the minimal barriers to implementation, it becomes clear that physical inactivity is not a minor issue but a public health concern worthy of immediate action. Schools should incorporate mandatory movement breaks because they address the root of the problem and provide long term benefits that extend far beyond the classroom. Movement breaks improve physical health, mental wellbeing, academic performance, emotional development, and classroom behavior (World Health Organization; Centers for Disease Control and Prevention). They require no expensive equipment, no structural changes, and no significant loss of instructional time. They support student success, teacher effectiveness, and long term societal health.

To conclude, physical inactivity is a critical and growing problem that demands serious attention. The consequences of ignoring this issue will continue to accumulate across generations unless meaningful changes begin now. Because schools play a powerful role in shaping the habits and health of young people, implementing daily movement breaks is one of the most effective and realistic solutions available. Movement breaks interrupt sedentary patterns, improve cognitive functioning, enhance emotional stability, support academic success, and promote lifelong health. They are simple, cost effective, and backed by extensive research. For these reasons, schools must adopt mandatory movement breaks so that students can grow not only as learners but as healthier and more resilient individuals prepared for the future.

Works Cited:
Blair, Steven N. “Physical Inactivity: The Biggest Public Health Problem of the 21st Century.”

British Journal of Sports Medicine, vol. 43, no. 1, 2009, pp. 1–2.

Centers for Disease Control and Prevention. “Physical Activity and Health.” CDC, 2022, https://www.cdc.gov/physicalactivity.

Chekroud, Adam M., et al. “Exercise and Mental Health: Findings from a Large National Sample.” The Lancet Psychiatry, vol. 5, no. 9, 2018, pp. 739–746.

Sallis, James F., et al. “Physical Activity in Relation to Urban Environments in 14 Cities Worldwide: A Cross Sectional Study.”

The Lancet, vol. 387, no. 10034, 2016, pp. 2207–2217.

World Health Organization. “Physical Inactivity: A Global Public Health Problem.” WHO, 2020, https://www.who.int.

Project Analysis:

Why did you pick your particular topic?
I chose the topic of physical inactivity because it is both universal and overlooked. I realized that almost everyone, including students my age, spends most of their day sitting. This issue affects physical health, mental wellbeing, academic performance, and long term quality of life, yet people rarely acknowledge it as a genuine public health crisis. Because I have personally
experienced the effects of long sedentary days, the topic felt relevant and

important.

What is one specific fact you did not know before your research?
I did not know that physical inactivity is responsible for roughly ten percent of premature deaths in the United States each year. I also did not realize how directly inactivity influences mental health. The research showing that even short movement sessions can significantly reduce anxiety and depressive symptoms surprised me and changed how I understood the issue.

What was one element of your writing that you felt you needed to improve this term?

One element I struggled with was fully developing my paragraphs without becoming repetitive.
Since this topic connects physical health, mental health, schools, and policy, I sometimes found it difficult to keep the structure organized while still explaining each idea thoroughly.

Did you overcome that issue? How?
Yes, to an extent. What helped the most was using a stronger outline before writing and grouping my research by subtopic. That made it easier to build each paragraph around a single idea. I also made sure every paragraph’s first sentence clearly stated its purpose so the rest of the writing
stayed focused.

What was your most useful resource during this project?
Google Scholar and the CDC database were the most helpful. They provided credible, research based information that strengthened my argument and helped me understand how serious the physical inactivity crisis is. The WHO global reports were also extremely helpful because they put the problem into an international perspective.

What elements of writing will you use in your future career?

The most valuable skills I learned were how to structure a large research argument, how to logically connect sources, and how to summarize complex information clearly for any reader. No matter what field I enter, I will need to present data based conclusions, analyze problems, and propose solutions. This class helped me become more confident in producing writing that is both
organized and purposeful.

Written Assignments

Shane Dodich
Prof. Melissa Hardwick
ENC1102-25
31 August 2025
Changing the Educational Paradigm
● What is the main problem that the presenter claims/proposes is an issue within
America?
Sir Ken Robinson argues that America’s education system is outdated. Built
during the Enlightenment and Industrial Revolution, it emphasizes conformity and
a narrow definition of intelligence. This “factory model” alienates students and
stifles creativity (RSA).
● What are two credible sources that the presenter uses to support his claims?
Robinson cites the history of public education’s 19th-century origins and a
longitudinal study on divergent thinking. The study showed 98% of kindergartners
tested at “genius level,” but their creativity declined sharply as they moved
through school (RSA).
● What is one issue that you find that the presenter may be too ambiguous about?
Robinson’s critique of ADHD is somewhat vague. He highlights over-diagnosis
and over-medication but does not clearly explain how to balance legitimate

medical treatment with alternative educational approaches.
● Does he offer a distinct and specific solution or does he just present the issue?
He suggests broad solutions such as valuing creativity, encouraging
collaboration, and moving away from rigid academic categories. However, he
does not provide detailed steps for schools to follow.
● What are your thoughts on this issue?
I agree that standardized testing suppresses creativity. Robinson’s divergent
thinking example shows how schools diminish natural talents. Education should
focus more on collaboration and projects that spark curiosity rather than
enforcing conformity.
Works Cited
RSA. Changing the Educational Paradigm. RSA Animate, 2010.

In Michael Rivero’s video All Wars are Bankers Wars, his main claim is that “all wars are bankers wars,” meaning that powerful bankers secretly cause wars for profit. He argues that bankers fund both sides of wars and manipulate governments. This is a strong universality claim since he uses the word “all,” which is an exaggeration and a red flag for a conspiracy theory.

Rivero also includes conjecture and fallacies by connecting wars to banking without credible evidence. For example, he claims that the U.S. Civil War “wasn’t really about slavery, it was about banking,” which is not supported by academic history. This is problematic because he relies on subjectively interpreted primary sources like speeches and events, but he twists them to fit his theory instead of analyzing them fairly.

Rivero does not include any peer-reviewed, academic, or expert secondary sources. Without these, his credibility is weak, and his argument remains opinion rather than fact. He also does not present a counterclaim. Sharing a counterclaim would be important because it would show he considered other possible explanations instead of dismissing them as part of the conspiracy.

While it is true that banks and money have some influence in history, saying that “all wars are bankers wars” is too extreme and ignores real causes like politics, ideology, and human rights issues. His video shows the classic red flags of conspiracy theories: a secret plot, scapegoats, and the claim that nothing happens by accident.

Engaging the Text: How Ebert’s obsession taught him to value foreign films and classics
Ebert’s passion for movies made him explore beyond new hits to older and international treasures (21). He created his “Great Movies” series and rewatched films “fresh, right before writing,” showing careful study (22). At his Overlooked Film Festival, 1,000 kids sat “spellbound” watching the Iranian film Children of Heaven even with subtitles (22). These examples show how his obsession led him to appreciate overlooked classics and world cinema. He argues that limiting yourself to only popular movies is like staying home all day instead of exploring new places, which proves how strongly he values curiosity (21).
Engaging the Text: What turned audiences into consumers
Ebert blames mass marketing and hype. He says audiences are “brainwashed” to see “hits” and lose curiosity (21). He asks what happens between ages “8” and “20” that “robs us” of open taste, pointing to $30 million ad budgets that label movies as winners (22). He also notes people stay “stuck in the present and recent past” instead of exploring earlier classics (21). To him, consumer culture replaces curiosity with advertising, and people let campaigns tell them what to watch instead of seeking movies on their own.
Evaluating the Argument: How the kiddie matinee supports his thesis
The free kiddie matinee proves that great movies stand on their own. Ebert showed Children of Heaven to 1,000 kids and expected noise or trouble reading subtitles, but instead the audience was quiet and fully focused (22). Their questions afterward showed they were involved. This supports his claim that audiences do not need heavily marketed “hits” to enjoy a film (22). The example is powerful because it uses children, who are often seen as easily distracted, to prove that a strong story can hold attention without advertising.
Evaluating the Argument: How he avoids sounding like a snob
Ebert insists, “I ask not because I am a film snob. I like to sit in the dark and enjoy movies” (21). He also shares personal experiences such as seeing 2001 at “Cyberfest” and Battleship Potemkin projected outdoors with live music (22). Finally, he tells readers to watch films with friends, freeze frames, and talk about details, reminding them “There are no right answers” (23). These moves make him approachable instead of elitist. His goal is to inspire curiosity in all viewers, not to look smarter than his readers.
Exploring the Issue: Do I agree that mass marketing kills curiosity
Yes. Ebert’s warning that we are “brainwashed” to see only hits (21) matches real life since many people only pick what is trending. His kids’ screening shows that when hype is removed, audiences naturally connect with a strong story (22). I agree that exploring films from different times and cultures, as he recommends, helps resist the “everyone else is seeing this” pressure (23). Personally, I think ads make it harder to notice smaller movies, but once you try them, they often feel more rewarding than blockbusters.
Exploring the Issue: Have I chosen an unfamiliar film What is my favorite
Yes. I have watched older and foreign films to learn about film history. Seeing a black and white classic helped me notice how lighting and shadows create mood, which Ebert says to study through “the lighting” and “the composition” (23). My favorite film fits his idea that great movies are “meditations on why we are here” (22). I prefer films that linger and make me think afterward, not just the newest hit. Exploring movies this way makes me feel like an active viewer, just as Ebert encourages.

When writing an annotated bibliography, it’s not enough to just summarize each source. There are three other important elements that should always be included: evaluation of the source, an explanation of how the source will be used in your paper, and a connection to other sources or ideas. These extra parts make your annotations stronger and more useful later when you write your essay.

The first element is evaluating the source. This means looking at how reliable and relevant it is. You can do this by talking about the author’s background, the type of research they did, or whether the information is trustworthy. This is important because not every source you find online or in a library is good. By evaluating it, you make sure that you are using sources that are accurate and appropriate for your topic. It also helps you think critically about what you are reading instead of just repeating it.

The second element is explaining how you will use the source in your paper. This shows why the source matters to your argument. For example, one source might give background information, another might support your main claim, and another could offer a counterargument. Including this explanation is important because it keeps your research organized and gives you a clear plan for how each source fits into your essay. Later, when you start writing, you won’t have to guess where to use each source because you’ve already explained it.

The third element is making a connection to other sources. This means comparing or contrasting the ideas from one source with others in your bibliography. This is important because your essay isn’t just a list of facts from different authors. It’s your job to put the information together and show how the ideas relate. By connecting sources, you build a stronger argument and show that you understand the bigger picture of the topic.

In conclusion, evaluating the source, explaining how it will be used, and connecting it to other sources are three key parts of a good annotation. These elements make your annotated bibliography more thoughtful and help you write a better research paper.

One point I agree with is that avatars in games give teens a safe way to explore their identity. Wonica says games offer “a safe virtual space in which the real life pressures of identity negotiation are reduced” (Wonica, 2013, p. 6). I think this is true because in games you can try out being different versions of yourself without being judged. For example, if someone is shy in real life, they can be more outgoing in a game through their avatar. I’ve felt this before too when playing games online. It’s easier to be confident as a character than in person.
A point I don’t really agree with is how much Wonica believes educational games can shape identity. He says games “could offer new benefits in making these programs more effective in teaching a new generation of digital natives” (Wonica, 2013, p. 10). I think that’s kind of too positive. A lot of educational games are boring, and students won’t actually learn or think about their identity if they don’t care about the game. I think some games could help, but not all of them. It depends a lot on how good the game is. For the footnote part, I looked at footnote 5, which is from Sherry Turkle’s article “Constructions and reconstructions of self in virtual reality: Playing in the MUDs” (Turkle, 1994). Turkle talks about how virtual worlds give people space to “act out behaviors” and “work through unresolved issues” (Turkle, 1994, p. 163). Wonica uses this source pretty well. He takes her ideas about virtual spaces and connects them to modern games, saying that games can help teens explore identity like therapy. I think this is a
good use of research because he didn’t just quote her, he used it to build his point. Overall, I think Wonica uses his sources well to back up his argument. I agree with him about avatars helping with identity, but I don’t fully agree that educational games always
work that well.

References:

Turkle, S. (1994). Constructions and reconstructions of self in virtual reality: Playing in the MUDs. Mind, Culture, and Activity, 1(3), 158–167.

Wonica, P. (2013). Exploring the Idealized Self: Avatars as a Vessel for Adolescent
Identity Exploration and Growth.

In his TED Talk, Juan Enriquez argues that everything we do online leaves behind what he calls“electronic tattoos.” His main argument is that the digital footprints we create through social media, search engines, and online activities will last far longer than our physical lives. Just like real tattoos, these “electronic tattoos” tell stories about who we are, but they are even harder to remove or hide. Enriquez warns that technology has made it almost impossible to stay anonymous, meaning that our reputations, mistakes, and personal data can follow us forever. To support his ideas, Enriquez uses current technologies and examples from everyday life. He mentions Facebook, Google, Twitter, LinkedIn, and even GPS and facial recognition software. For instance, he explains how companies like face.com have billions of faces stored online that can be instantly matched to people’s names and profiles. He also talks about how some stores
can take your photo, connect it to your social media, and use that data to sell you products. By using these examples, Enriquez shows how powerful and permanent our digital identities have become. Enriquez mainly uses ethical and logical appeals to reach his audience. Ethically, he makes people think about personal responsibility and how they present themselves online. Logically, he uses real-life evidence and technology trends to prove that digital information lasts
forever. He also uses a bit of emotional appeal when referencing Greek myths like Sisyphus and Narcissus to make people reflect on human vanity and the danger of being obsessed with our online reflections. Overall, Enriquez’s message is clear: in the digital age, we must be more thoughtful about what we share, because our online lives could make us immortal.

Source:
Enriquez, J. (2012, October). Your online life, permanent as a tattoo. TED Conferences.
https://www.ted.com/talks/juan_enriquez_your_online_life_permanent_as_a_tattoo

I agree with the pro position that the U.S. should move toward universal coverage. The ProCon article notes that the United States spends about 18% of GDP on health care yet underperforms peer nations on core outcomes, and it emphasizes that the U.S. is the only high-income country without universal coverage, an expensive outlier with weak results. Encyclopedia Britannica+1 Those patterns are substantiated by comparative research: the Commonwealth Fund’s international assessment finds the U.S. has the lowest life expectancy and the highest rates of avoidable deaths among high-income countries, despite the highest spending. Commonwealth Fund+1 ProCon also cites evidence that a single-payer approach could have saved enormous lives and dollars during COVID-19. Peer-reviewed modelling in PNAS similarly estimates that universal coverage could have averted about 200k+ U.S. deaths in 2020 and reduced hospitalization costs, strengthening the ethical and economic case for universality. PNAS+1

As a source, ProCon is useful and fairly presented: it clearly separates pros/cons, links out to underlying data, and flags counterarguments (e.g., fiscal trade-offs, wait-time risks). That transparency boosts credibility, though the site is a secondary aggregator; for academic writing, its claims should be traced to primary studies (Commonwealth Fund reports, CBO analyses, peer-reviewed articles) rather than treated as definitive on their own. In short, the preponderance of comparative and epidemiological evidence supports the pro position, universal coverage would likely improve population health and financial protection. While ProCon serves well as a balanced starting point that helps readers distinguish opinion from documented findings. Encyclopedia Britannica+1

References:

Editors of ProCon. (n.d.). Should the U.S. government provide universal health care? ProCon/ Britannica. Retrieved October 19, 2025, from Encyclopedia Britannica

Galvani, A. P., Parpia, A. S., Foster, E. M., Singer, B. H., & Fitzpatrick, M. C. (2022). Universal healthcare as pandemic preparedness: Lives and costs that could have been saved during COVID-19.

Proceedings of the National Academy of Sciences, 119(25), e2200536119. https://doi.org/10.1073/pnas.2200536119 PNAS

Gunja, M. Z., Gumas, E. D., & Williams II, R. D. (2023). U.S. health care from a global perspective, 2022: Accelerating spending, worsening outcomes. The Commonwealth Fund. https://doi.org/10.26099/8ejy-yc74

The basic formatting requirements for an APA paper include using 12-point Times New Roman font, double-spacing the entire paper, and having one-inch margins on all sides. Every paragraph should be indented at the start, and the page numbers should appear in the top right corner. There is also a title page at the beginning with the title, your name, the class, the instructor’s name, and the date.

When directly citing a text using quotation marks, you need to include the author’s last name, the year the source was published, and the page number if there is one. For example, after the quote you would write something like (Smith, 2020, p. 14). The period goes at the end, after the parentheses. This shows exactly where the quote came from and avoids plagiarism.

You use italics on a reference page mainly for titles of works that stand on their own, like books or reports, and also for the names of journals. If it is just an article title, however, you do not italicize it. Only the journal or book title would be in italics.

An APA reference page is organized in alphabetical order by the author’s last name. It is double-spaced just like the rest of the paper. Also, every entry has a hanging indent, which means the first line is aligned to the left, and the rest of the lines are indented.

The difference between a narrative citation and a parenthetical citation is where the author’s name appears in the sentence. In a narrative citation, the author’s name is written as part of the sentence, like “Smith (2020) explains…”. In a parenthetical citation, the author’s name and the year are both placed inside parentheses at the end of the sentence, like this: (Smith, 2020).

My solution in my final paper will be to require daily physical activity or movement breaks in schools, because physical inactivity is becoming a serious health issue for students today. I will argue that adding short, structured exercise throughout the school day can improve students’ physical health, mental well-being, and academic performance. This solution is realistic because schools already schedule classes, lunch, and passing periods, so adding 10–15 minute movement breaks is possible without needing major budget changes. I will convince my audience this solution is viable by using research that shows how harmful inactivity has become. For example, Steven Blair argues that physical inactivity is “the biggest public health problem of the 21st century” and is responsible for many preventable diseases (Blair 1). This helps show that the issue is not small, it is a widespread health crisis. I will also use Chekroud et al.’s study, which found that people who exercised regularly experienced 43% fewer poor mental health days than those who did not (Chekroud et al. 740). This proves that physical activity improves emotional health, not just physical health. Finally, I will show the need for equal access to exercise. Some students cannot afford gym memberships or sports, meaning school may be their only place to stay active. Because of this, schools play an important role in protecting students’ long-term health.

Works Cited

Blair, Steven N. “Physical inactivity: The biggest public health problem of the 21st century.” British Journal of Sports Medicine, vol. 43, no. 1, 2009, pp. 1–2.

Chekroud, S. R., et al. “Association between physical exercise and mental health in 1.2 million individuals.” The Lancet Psychiatry, vol. 5, no. 9, 2018, pp. 739–746.

One main counterclaim to my final argument is that adding daily physical activity or movement breaks in schools would place an extra burden on students and teachers who already have busy schedules and academic responsibilities. Some argue that exercise should be a personal choice rather than something forced into the school day. They believe that requiring activity could take away from instructional time and add stress rather than reduce it. This viewpoint suggests that movement belongs outside of the academic environment and that students who want to be active can simply choose to exercise on their own, whether through sports, the gym, or personal routines.

However, an important point that refutes this counterclaim is that the type of movement breaks being suggested are simple, quick, and do not require gyms, equipment, or major schedule changes. Movement breaks can be as short as 3–5 minutes and can be done right inside the classroom. For example, teachers can lead stretching routines, mindfulness breathing, standing balance activities, guided movement videos, posture resets, or even brief “walk and talk” moments in the hallway. These activities do not interrupt learning, instead, they refresh student focus so that learning becomes more efficient afterward. This makes the solution low-cost, low-effort, and realistic for schools of all sizes, including those with limited funding.

Research supports this practical approach. Keles, McCrae, and Grealish (2020) show that small increases in physical movement during the day correlate with lower stress and improved emotional regulation in adolescents. Uhls, Ellison, and Subrahmanyam (2024) also emphasize that the negative mental and cognitive effects of long periods of sitting can be reduced through brief movement interventions. These findings show that small daily movement breaks have meaningful benefits without requiring any major changes to the school system.

By showing that movement breaks are quick, affordable, and classroom-based, I can clearly demonstrate that the solution is both practical and beneficial, directly refuting the idea that it would place any significant burden on schools.

References:

Keles, B., McCrae, N., & Grealish, A. (2020). The influence of social media on depression, anxiety, and psychological distress in adolescents: A systematic review. International Journal of Adolescence and Youth, 25(1), 79–93. https://doi.org/10.1080/02673843.2019.1590851

Uhls, Y. T., Ellison, N. B., & Subrahmanyam, K. (2024). Digital media and adolescent development: Current research and future directions. Pediatrics, 153(1), e20240215. https://doi.org/10.1542/peds.2024-0215

Discussions

from Week 1 Discussion

Aug 24, 2025 10:12PM

Mapping My Writing Evolution

ENC-1102

Skills

Academic ePortfolio Overview