have utilised evidence to strengthen their claims and formulate a convincing argument to readers. The citations displayedenable readers to access the resources cited to confirm if the evidence is accurate and to investigate and delve deeper into the topic. This provides the opportunity for readers to gain a deeper understanding of the authors claim, which makes their argument more convincing. The multiple citations also suggest that the authors engaged in an in-depth research, depicting that they share a thorough understanding of play, creating a convincing argument. The citations further suggest that other academic scholars share the same perspective about guided-play as Weisberg et al, making the article more potent. Additionally, multiple examples of studies strengthen the claim of the authors as they provide evidence of how ideas translate into practice. For example, one of the studies provided portrayed that children engaging in guided-play outperformed those who engaged in free-play, whilst learning vocabulary (Dickinson et al., 2013), thus validating the argument of the authors. Moreover, the use of direct quotations emphasise the point of the authors in a concise manner whilst providing strong supporting evidence, making a stronger claim. Majority of the arguments presented are highly convincing as the findings used to support them do not have alternative explanations. However, few cases within the article can be interpreted in another manner, weakening the authors claim. For example Weisberg (2015) claims that the relationship between learning and play is intrinsically linked through guided play. Although factual, this finding could also support a different argument such as the link between learning and free-play, as all play acts as a catalyst of learning.