How Does the World Cup affect the economy? Economics Research Paper

Research Paper Instructions:

Follow the instruction, 8 scholar sources. Argumentative Research Paper

Paper III: Argumentative Research Paper

Key Dates

Peer Review Draft/Workshop due 4/10 in class (hard copy)

Final Draft due Friday 4/19 @ 11pm CST

Purpose and Description

The aim of composing an argumentative research paper is not only to summarize existing perspectives or simply to inform readers about a topic. You have been developing these skills throughout the course, and you should use them to support your writing process, but they are not ends in themselves; rather, they are a means to achieve more complex rhetorical objectives. Your aim for this assignment, specifically, will be to construct a research-based argument that contributes something new to an ongoing scholarly conversation. The information below is designed to guide you through this process.

Starting the Process: Invention and Inquiry

Identify the core problem that motivates your research;
Revisit your research question and consider how you might present an answer to that question;
Gather together the resources you have developed throughout the semester;
Note the different perspectives represented in the conversation you have defined;
Consider where you stand with respect to core problem and competing perspectives;
Draft a thesis statement in which you position yourself within the conversation (based on the research you have completed, the evidence you have gathered, and what contribution you hope to make to the scholarly conversation).

Completing the Process: Composing Your Essay

Unlike in P1 and P2, what follows is not a paragraph-by-paragraph description of how to organize your paper. Instead, this is a description of the “moves” you will need to make to craft a convincing and well-organized argument:

Introduce your topic and define the scope of your paper;
Provide background on your topic in a way that will interest your scholarly audience;
Use the sources you have gathered to position yourself in a scholarly conversation;
Add your own research findings based on the evidence you have gathered and analyzed;
Draw a conclusion about the topic that adds something new to the conversation;
Conclude your paper by reaffirming the importance of the issue and pointing toward additional research and/or analysis that can be done to better understand and potentially act on it.

Specific Requirements

Your paper should:

Articulate and develop a clear and compelling thesis;
Position your argument within a scholarly conversation;
Thoughtfully integrate a minimum of 8 scholarly sources into your argument;
Be written in a clear, precise, and active prose style;
Include a title that reflects the spirit and scope of your paper;
Be 9-10 pages in length (double-spaced, one-inch margins, 12 point Times New Roman);
Use MLA citation style (in-text and works cited);
Be submitted to Canvas as a Word document.

Criteria	A	B	C	D	F
Introduction + Thesis	Student offers a detailed and insightful introduction to the essay. They provide brief but thoughtful context for the argument and carefully define the scope of the essay. They present a clear and compelling thesis statement.	Student offers an introduction, but may not be particularly specific or insightful. Context for the argument may be incomplete and/or the scope of the argument may be unclear. A thesis statement is present, but it may not be as clear, specific, or argumentative as expected.	Student offers an introduction, but only very briefly or in a way that is noticeably superficial. Introduction leaves the reader with some questions about the purpose and scope of the essay. Thesis statement is present, but weak or non-specific.	Student offers an introduction, but it is so brief or superficial that the reader is given very little sense of the purpose or scope of the essay. Thesis is missing.	Student does not provide an introduction that frames the purpose and scope of the essay.
Providing Context + Situating within a Conversation	Student provides thorough and specific context for their argument by offering necessary background on key concepts and facets of the issue/debate. Student’s discussion of existing research makes it exceedingly clear how existing voices are in conversation with one another and where they’re situating themselves within that conversation.	Student provides context for their argument, but it may not be particularly thorough or specific. Student offers readers a reasonable amount of background on key concepts or facets of the issue/debate. Student’s discussion of existing research makes it reasonably clear how existing voices are in conversation with one another and where they’re situating themselves within that conversation.	Student provides context for their argument, but only very briefly or in a way that is noticeably superficial. Student leaves the reader with some questions about the background of key concepts or facets of the issue/debate. Student’s discussion of existing research offers only a vague sense of how existing voices relate to one another or where they’re positioning themselves within that conversation.	Student may provide some context for their argument, but the discussion is so brief or superficial that it is unclear what the key concepts or facets of the issue/debate are. Student may mention existing research, but it remains unclear how existing voices are related to one another or how the student is positioning themselves within the ongoing conversation.	Student does not provide context for their argument and it is unclear what the existing conversation is or where the student is positioning themselves.
Argument + Contribution to Conversation	Student explicitly and persuasively forwards an argument based on their research findings and the evidence they have gathered and analyzed. Student’s contribution to the conversation is clear and insightful.	Student clearly forwards an argument based on research and evidence, but it may not be particularly persuasive or well-supported. Student’s contribution to the conversation is clear even if not especially insightful.	Student forwards an argument, but it is not adequately persuasive or supported by research/evidence. Development of the argument is insufficient and it’s unclear exactly what the student is contributing to the conversation.	Student attempts to take a position, but their argument is unclear and/or insufficiently supported. Student does not make a clear contribution to the conversation.	Student doesn’t take an argumentative stance in the paper and does not contribute something new to the conversation.
Conclusion	Student concludes by thoughtfully reaffirming the importance of the issue and pointing toward additional research and/or analysis that can be done to better understand and potentially act on it. Conclusion is specific and insightful.	Student concludes by reaffirming the importance of the issue and pointing toward additional research and/or analysis that can be done to better understand and potentially act on it. Conclusion may lack some specificity and/or thoughtfulness.	Student offers a conclusion, but only briefly or in a way that is noticeably superficial. Student leaves the reader with some questions about what steps could/should be taken or what could be done to move the conversation forward. Conclusion tends to repeat ideas presented earlier in the essay rather than offering a new or thoughtful perspective.	Student offers a conclusion, but it is so brief or superficial that the reader is given very little sense of the significance of the issue, what steps could/should be taken to address it, or how the conversation could progress in the future.	Student’s conclusion is exceedingly abrupt or superficial. Alternatively, student does not offer a conclusion.
Integration of Source Material	Student thoughtfully incorporates 8 scholarly sources into the essay. Student consistently and correctly attributes virtually all source material (quoted and paraphrased) to its author(s) through signal phrases and complete in-text citations. Student takes care to explicitly distinguish between voices (sources and their own) throughout the essay. Source material is fully contextualized.	Student incorporates 8 scholarly sources into the essay, though not all are used in thoughtful or significant ways. Student consistently and correctly attributes almost all source material to its author(s) through a mix of signal phrases and complete MLA-style in-text citations. Student takes care to distinguish between voices (sources and their own) throughout the essay, with only a few issues. Source material is generally contextualized.	Student incorporates 8 scholarly sources into the essay, but many are only dealt with superficially. Student is somewhat inconsistent with the attribution of source material. They may not always use signal phrases or complete in-text citations to denote quoted and paraphrased material. Source material is only sometimes contextualized.	Student fails to incorporate 8 scholarly sources into the essay. Most source material is only addressed superficially. Student does not consistently and correctly attribute source material to its author(s). Student may only occasionally employ signal phrases and complete in-text citations to denote quoted and paraphrased material. Source material is rarely contextualized.	Student fails to incorporate the appropriate sources into the essay. Student rarely or never employs acceptable strategies for attributing source material to its author(s).
Claims and Evidence	All claims are supported by relevant, high-quality evidence. Evidence is detailed and well-chosen. The connection between argument and evidence is clear and compelling throughout the essay.	Almost all claims are supported by relevant, high-quality evidence. Evidence is well-chosen, though not particularly detailed. The connection between argument and evidence is clear for the most part.	Only some claims are supported by relevant, high-quality evidence. Claims may be based on broad generalizations rather than specific evidence. The connection between argument and evidence is not consistently clear.	Few claims are explicitly forwarded and/or adequately supported by evidence. Student provides little analysis of evidence and deals primarily in generalizations. Connections between claims and evidence are frequently unclear.	Claims are not adequately supported by evidence.
Organization and Structure	Paragraphs are internally-coherent, and overall message is logically and purposefully organized. There is a clear progression of ideas and the organizational structure is appropriate for the type of argument being made. Transitions are used consistently and effectively to guide the reader from one idea to the next and to create a sense of cohesion throughout the essay.	Information is organized into points, though paragraphs may not all be internally-coherent or logically ordered. The progression of ideas is reasonably clear and the organizational structure is generally appropriate for the type of argument being made. Transitions are generally (but not always) used to create a sense of cohesion between paragraphs.	Ideas are generally grouped into paragraphs, but several demonstrate problems with internal coherence. Some sense of organizational structure is apparent, but it may not be entirely appropriate for the type of argument being made. Transitions are only sometimes used to create a sense of cohesion between and within paragraphs.	There seems to be some attempt at grouping ideas together and organizing paragraphs, but the overall structure of the essay is still difficult to process. Paragraphs often demonstrate problems with internal coherence. Transitions are rarely used to create a sense of cohesion between paragraphs.	The organization of ideas in the essay—both at the paragraph and global level—is exceedingly difficult follow and/or is inappropriate for the persuasive goals of the assignment.
Writing Style and Surface Correctness	Student’s writing is consistently clear and precise. Sentences are direct and easy to follow. The essay is virtually free of spelling and grammatical errors (including those related to quote incorporation).	Student’s writing is generally clear and precise. Sentences are generally direct and easy to follow. The essay contains a few spelling and grammatical errors, but not so often or serious as to impede the reader’s understanding.	Student’s writing is somewhat unclear or difficult to follow at the sentence level. The essay contains several spelling and grammatical errors and the reader’s understanding may occasionally be impeded.	Student’s writing is often unclear or difficult to follow at the sentence level. The essay contains a significant number of spelling and grammatical errors that distract the reader or impede understanding.	Student’s writing is exceedingly difficult to follow at the sentence level. The essay contains so many spelling and grammatical errors that the reader’s understanding is frequently impeded.
Works Cited	Works cited page adheres to MLA format with virtually no errors. All sources are properly cited.	Works cited page adheres to MLA format with only a few minor discrepancies. Most sources are properly cited.	Works cited page has many discrepancies with MLA formatting. Most sources are properly cited.	Works cited page does not adhere to MLA format. Several sources are not properly cited.	Student does not include a works cited page and/or the majority of sources are not cited.
Technical Requirements: Document Formatting, Length, Number and Type of Sources, etc.	Assignment fulfills all technical requirements.	Assignment fulfills most technical requirements.	Assignment only fulfills some technical requirements.	Assignment fulfills almost none of the technical requirements.	Assignment fulfills none of the technical requirements.

Research Paper Sample Content Preview:

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How does the World Cup Affect the Economy?
Historically, the World Cup represents one of the most followed mega-sport events in the entire world. Participants from different nations undergo tough competition before qualifying for the World Cup tournament. Only one team is chosen from the various groups and given a single spot in the competition. The process of qualification usually takes a period of two years with a total of close to 200 nations competing in numerous games for the available 32 slots in the World Cup tournament. The process of qualification demands some level of spending from participating nations which caters for the cost of management, scouting for players as well as renovating the level of domestic facilities that host preliminary games. Countries usually strive to qualify for the soccer feast since it seems like a longer period waiting for another round after four years. The aspect of stiff competition for the slots results from a number of reasons that include benefits that countries gain from participation in such mega tournaments. This paper discusses some of the economic benefits that countries and participants receive from the tournament (Kaplanidou et al. 632).
Empirically, the analysis of the World Cup shows a significant increase in the level of exports to the host country from the countries that participate as compared to non-participant countries. The hosts and the different participants usually share higher trade results in comparison to other country pairs. The World Cup event brings the aspect of visibility as well as exposure whereby important advertising is made that boosts influence amongst consumers between host and the participants. Such influence levels help in the creation of awareness of different products from different backgrounds, therefore, providing easy access to the destined markets (Kaplanidou et al. 635). Thesis statement: the activities that surround the preparation of mega-events such as the World Cup and the actual events usually attract an increase in economic activities.
Heightened Economic Activities
The various economic activities are at times potentially sustainable after the event of which it is important to ascertain the argument behind such rationale. Such a view is held based on the fact that prior to hosting the event, the host is involved in major investment activities in sport-related and non-sport related infrastructure. The investments are always from different types of funding sources which include investments from supranational organizations such as FIFA, private stakeholders and investment from public stakeholders. The overall assumption that such investments would result in increased economic activity emanates from the anticipation that the event would guarantee the host accessibility to resources that they could otherwise not have been able to get. There is a high probability that such international organizations and certain private stakeholders would have probably chosen to direct their investments elsewhere in the absence of such an event. Further, the political system in the host nations could provide a high stumbling block to the use of available public resources towards such investments (Kaplanidou et al. 636).
Moreover, the improvement in infrastructural development is an example of increased economic activity since they presumably serve as the best engine for local economic growth. This is since such major constructions demand the direct and indirect involvement of the local industries, therefore, resulting in multiple effects on the economy. In the short-run, the investments help in generating employment opportunities within the local economy since the involvement requires the presence of additional labor force. There is also an assumption on the increased spending both from locals and foreign tourists. These spendings are in the form of tickets, merchandise as well as memorabilia that are largely related to the event (Lee and Taylor 595).
At the same time, the festive mood that accompanies the event influence the hosts as well as visitors not attending the event, which eventually leads to an increase in spending on social and leisure activities that relates to the event. Such increased economic activities would presumably generate new entrepreneurship opportunities that eventually increase spending within the host country. This is an indication that the event facilitates a flow of revenue from different sources towards the host country. Theoretically, the argument on the flow of revenue focus on the fact that the multiple events surrounding the World Cup could result into increase in tax collection from both direct and indirect sales. Research studies by (Lee and Taylor 596) posit that the various additional economic activities become the new normal long after the event depending on their sustainability.
It is important to note that the nature of the flow of event-specific revenues towards the local as well as national governments is always at a minimum. This is since the FIFA body that oversees the tournament tends to have rights to a significant amount of revenue generated from the event. For example, from the 2010 World Cup event, FIFA ceased the aspect of sharing rights to broadcast, sponsorship or ticketing revenues with the hosts. Currently, FIFA keeps all the generated revenue but only covers the operational budget for agreed upon activities. The contributions from FIFA only cover operational expenses and do not include any form of system on sharing of profits. For example in the 2010 World Cup that was hosted in South Africa, the total revenue received by FIFA as World Cup-related revenue was approximately $ 3.89 billion. Out of these, the World Cup-related expenses incurred was approximately $ 1.30 billion. Moreover, from the World Cup event in Brazil, FIFA collected approximately $5.14 billion as World Cup-related revenue and incurred expenses amounting to approximately $ 2.22 billion. Form the two examples, it is evident that FIFA’s World Cup-related revenue records twice higher figure as compared to the related expenditures (Kaplanidou et al. 640).
From such a perspective, there seem to be some major issues that relate to event-specific revenues. The examples as outlined from Brazil 2014 and South Africa 2010 tend to show that most of the revenues are simply not shared by hosts on agreeable terms. However, it is also important to note that even if the revenues were somehow shared differently, the hosts would not be able to cover the required expenses that relate to hosting the event however much they are given full rights over the revenues. Therefore, all the revenue-related benefits that the hosts enjoy is highly unlikely to originate from such event-specific revenues but other secondary sources (Kaplanidou et al. 641).
The period of World Cup ensures significant tourist attraction from participating countries to the host country. The main purpose for these travels is generally attending the tournament; however, it provides a good ground for the development, building as well as improvement of business networks. Further, potential visitors are usually attracted to different attraction centers after the tournament owing to exposure during the tournament. At the same time, such international travels influence the transfer of information between sellers and buyers concerning culture, markets as well as customs that eventually lead to the creation of efficient business ties (Mitchell and Stewart 1550). This shows that the experiences surrounding the World Cup are at the heart of helping the integration of cultural information amongst the host and participants, therefore, breaking cultural barriers to trade. Importantly, the hosting of the World Cup event acts as an important signal that necessitates trade liberalization thus increases openness between countries. Additionally, the event makes it easier for foreign business organizations to negotiate for policies that would eventually lower levels of bureaucracy and protection. This provides the benefits of decreasing the level of bilateral trading costs, therefore, facilitating trade between participants and the host country. There are also broader effects on the level of unemployment within the host country. For instance, the tourism and service industries record a higher influx of clients that call for additional workforce on a temporal basis (Kaplanidou et al. 644). The major focus is to unearth and examine the various costs and benefits associated with hosting the World Cup tournament.
For example, there were major economic contributions experienced by South Korea in hosting the 2002 World Cup. By the use of the input-output framework, the level of economic impact was estimated at over $1.35 billion of output that included an income of approximately $300 million and value addition of approximately $710 (Lee and Taylor 595). On another case, the impact of World Cup 2010 on the economy of South Africa was immediate standing close to 0.1% of GDP with different sectors benefiting from the tournament. The same positive impact was realized by Germany in hosting the 2006 World Cup. The use of dynamic inter-industry based macroeconomic simulation model give appositive effect on the country’s GDP, private consumption as well as overall investment (Ahlert 112). The activities that take place prior and after the tournament contribute to overall GDP since these activities are not limited to sport-specific sectors. The event guarantees the incentive to create infra-structure as well as promoting international exposure that includes tourism and business ventures. The process of preparations for hosting such a mega-event has a way of speeding investments within certain areas as well as infrastructure that would otherwise be stagnant due to political procedures (Fourie and Mar&iacu...

Updated on January 26, 2024

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