Criminal Justice Topics Discussion Essay Project

Criminal Justice Topics Discussion Essay Project

Instructions:

Criminal Justice Topics Discussion Essay Project

Discussion Forum One: Topic for Problem/Solution Research Paper

Directions for the Discussion Question Response 

The Problem/Solution Research Paper must present an argument, so you will be showing a problem and suggesting a solution that readers need to be convinced by.  You will be writing on ONE problem only. You will have to find an area to investigate, learn the current situation, and propose a change. In the discussion this week, you will be doing some initial planning to help you with this.

Please review the assignment for the Problem/Solution Research Paper as you think about possible topics. (See the link for it here: Problem/Solution Research Paper.

Next week you will be writing a Proposal to formalize your topic choice. As noted in the research paper assignment prompt, the argument must relate to crime or criminal justice in some way. In addition, the topic must be arguable, must not be so current that there would not be good academic research on it, must not be so large that your paper cannot cover it in detail, and must use verifiable data, rather than faith-based or personal preference-based data. Basically, if the topic is less than one year old, there won’t be academic research on it.

In your initial discussion posting, explain two potential topics and suggest whom you might direct the paper to (the audience) for each.  The ultimate goal for the Problem/Solution Research Paper will be to show that there is a problem, investigate the reasons why the problem has not been solved, and try to persuade the audience to accept your solution to the problem. Explain the topics in complete sentences and give both the potential thesis and the anti-thesis. If you cannot give an anti-thesis that someone might reasonably argue, then you don’t have an arguable topic.

The first topic I am considering for my research paper is that of education in prisons. I would like to explore the history of education for incarcerated individuals, the impact of the 1994 federal aid ban, and the research surrounding the outcomes of educating prisoners. The focus of my thesis will be to advocate for the official continuation of the release of the 1994 ban (the ban was lifted in 2020 as part of Covid-19 relief funds, but the government has until 2023 to decide whether or not to reinstate the ban). The audiences I would be writing to would be the Department of Education and lawmakers as well as prison and university administrators. I chose these audiences because it is important to offer an effective argument to those who have the power to change the laws regarding federal educational aid for prisoners and also to those who will be affected by that change: the prisons and universities.Potential thesis: Based on decades of research, it has been shown that offering educational programs to incarcerated individuals offers personal and societal benefits that far outweigh the costs. This has led many experts to agree that the federal Pell Grant should be permanently reinstated and available to those who are incarcerated, allowing them to receive life-changing educational opportunities.Potential anti-thesis: While studies have shown that educating prisoners can be beneficial, the costs of such programs, the disparity prison education creates within society, and the complications of offering a typical education in restrictive environments leads many experts to believe that the federal aid ban should be reinstated.The second topic I am considering is that of the validity of eye-witness testimony. I would like to research the history of convictions that were greatly influenced by eye-witness testimony, the psychological research behind eye-witness testimony, the current practices and regulations regarding eye-witness testimony in court, and the possibility of regulation and reform of how eye-witness testimony is received and shared within the criminal justice system. The focus of my thesis would be to advocate for more regulations on how eye-witness testimony is obtained and used within the criminal justice system. My audiences would be law makers (at a state and/or federal level) and those involved with the trial system (arresting police officers, lawyers, judges, etc.). These would be the people who have the ability to effect change and those who would be affected by that change.Potential thesis: Psychological research and past wrongful convictions have both shown that eye-witness testimony is far from reliable. While the usefulness of eye-witness testimony cannot be denied, it should be obtained and used within strict regulations to ensure that justice is not hindered by unreliable evidence.Potential anti-thesis: Though eye-witness testimony can be subjectively prone to variation and externally influenced, its usefulness in criminal justice has shown to far outweigh the negative effects. Restrictions on eye-witness testimony would only increase the probability of criminals not receiving due justice and undermine the impact and validity of crimes on its victims.

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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Criminal Justice Topics Discussion Essay Project

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