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By Steven D. Levitt and Stephen J. Dubner

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Sumo wrestlers make the maximum amount of money by winning 8 matches each tournament so if an 8-6 wrestler is wrestling a 7-7 wrestler 80% of the time the 7-7 wrestler wins but he only had a 48% chance to win. This is just one of many examples illustrated in the first chapter. (pg 29)

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When claiming the Chicago Public Schools teachers are cheating the claim is backed up by the statistics and facts Levitt has gathered throughout his research. Levitt and Dubner also added some of the test answers from the students to show  how the teachers changed the students answers in a specific pattern that was identifiable with the teacher-catching algorithm. (pg 29)

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Steven D. Levitt a well renown economists with elite credentials gives an insight into his personal opinion and the data that supports it of teachers and sumo wrestlers falling victim to incentives.

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The author claims that offering teachers incentives such as $25,000 for their students test scores on the standardize test, causing teachers in Chicago to cheat and change his or her students answers for the money. (pg 24)

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The authors use present experiences in the world to defend their claims. The teachers in Chicago were changing students answers trying to win the incentive of $25,000. In sumo wrestling they described the situation of a 8-6 wrestler or a 9-5 wrestler wrestling a 7-7 wrestler. Statistically the 7-7 wrestler should lose, but 80% of the time he actually wins this match (pg 40). The authors argue; Supposedly, sumo wrestlers have a code to lose and let the maximum amount of wrestlers win 8 matches so they make the maximum amount of money (pg 38).

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One phrase used throughout the book was "conventional wisdom". The term was coined by John Kenneth Galbraith who "Did not consider it a compliment." (pg 86) When borrowing this phrase the authors were alluding to the simple ideas people associated with convenience.

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Throughout the book the authors constantly extended on ideas. They made a claim then added to the issue with other specific questions and commentary (pg 21, 22, 25, 35)

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The Chart on page 31 shows three different students scoring higher in 6th grade then they did in 5th and 7th. "So an entire roomful of children in classroom A suddenly got very smart one year and very dim the next, or more likely, their sixth-grade teacher worked some magic with her pencil" (pg 31).

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One of the authors helped construct the algorithm used to catch cheating teachers specifically in Chicago. (pg 85)

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Teachers, Sumo Wrestlers, parents and possible bagel consumers all cheat the system to get the best outcome for themselves (incentives).

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People make decisions based on incentives whether or not they are good or bad.

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Logos, logic, was used many times in chapter 1. More specifically on the pages with the data displayed. Every time the authors introduced a new point in their argument that sumo wrestlers and teachers are similar, they quickly backed the claim up with logic.

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Steven D. Levitt questions the actions of teachers and sumo wrestlers as they cheat for incentives. Why should a teacher change a students answers just to earn more money? Why should a sumo wrestler lose just so the other wrestler can become 8-7 and tie him? Cheating is morally corrupt and Levitt uses commentary and questions to show the issues behind these actions.

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The authors used an example of a study at a daycare center in Israel. They showed how if a small fine was put into place for parents being late to pick up their children it would not encourage the parents come on time, it would do the opposite. The parents could come late, pay a small fee of $3 and essentially "buy off their guilt" (pg 20). This example could cause the reader to feel many different emotions. They could either feel angry that the parents would cheat like that and neglect to get their child on time, or the reader may feel confused that if you have to pay for being late why would anyone be late?