CJ 1300 MOD 4 Paper

 How does the “broken windows theory” explain increasing crime and the decline of neighborhoods? Take notice of a neighborhood in decline in your community or another community nearby. Based on your observations is this theory applicable?

  

Written projects are due by 11.59 PM on the dates specified in the schedule for each module. Each written project is worth 50 points (total of 200 points). Each written assignment is to be a minimum of 350 words and is to be uploaded through SafeAssign. A grading rubric is available below. 

Written projects are designed to aid you in critically thinking about a variety of criminal justice topics and to get you engaged in the problem-solving process. They will be utilized in class to stimulate discussion and to prompt any questions you may have about the criminal justice system. The class projects are to be word processed, size 12 font, double spaced with one inch margins around the page (default). Papers will be written in paragraph form with no bullet points or numbering. Your responses should be thorough and scholarly. Avoid jargon and street language as you are completing each of the responses to these questions. For instance, “cop” is generally unacceptable, “police officer” is preferred. A person may be “mentally ill” or “legally insane”, not “nuts”. It is your responsibility to upload the paper as a Word attachment into Blackboard using SafeAssign. Students should verify that the document is complete when uploaded (checking attachment). Attachments that cannot be opened or are blank are considered late. Papers should be 350+ words in length (total for all topics) and shall reference the text formally at least twice. Remember 350 words is the minimum standard. The word count shall consist of the students work only and does not include re-writing the questions over. Do not use any other source including internet sites. Do not plagiarize. A word count shall be included at the end of the paper. Remember this is not a book report. This is a written analysis and critical review of topics. 

Scoring Rubric –50 points total 

• Length, grammar construction of      paper – 10 points 

o Paper less than 350 words, poor grammatical usage, poor document construction – 0- 2 points 

o Paper 350 + words, many grammatical problems, moderate document construction 3 - 6 points 

o Paper 350+ words, few grammatical problems, good paper construction 7-10 points 

• Theoretical Source work – 10      points

o No theoretical component, insufficient cites used, internet sources, no bibliography, theory cited not explained. Uses no references, the wrong references (internet, Wikipedia) or uses the same cite repeatedly. 0 - 2 points

o Theoretical component lacking substance. Theory referenced but not explained mistakes with theory/citations. References not clearly marked. Some overlap on citations used. 3 - 6 points 

o Well cited, at least two references to the textbook well marked in the text including page numbers, Citations/theory cited correctly. Bibliography well documented. 7 - 10 points 

• Critical thought – 10 points

o No expansion of theory – no insight. Does not relate own experience to paper. 0 - 2 points 

o Some expansion of theory – little to moderate insight. Relates experience somewhat accurately. 3- 6 points

o Expands theory to own experiences and observations. Questions/confirms text/citations with own insight. 7- 10 points. 

• Fits Assignment Parameters – 20      points

o Assignment not followed. Does not address topics as noted. 0 – 7 points

o Follows some aspects of assignment, but does not address all topics sufficiently 8 – 13 points 

o Addresses all aspects of assignments and goes beyond parameters as spelled out in the assignment 14 – 20 points

· Referencing – types of quotes: 

• Direct – As stated by the       Jacobson, “student discourse is an important part of the learning process       and the culture of the classroom” (Jacobson pg. 583). 


• Indirect       – Jacobson (1998 pg. 583) notes that teachers should encourage student       centered discourse to facilitate a learning community in their classroom.