3-5 Page Paper/Policy Brief on research to lower Mass Incarceration

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THE CAPSTONE RESEARCH PROJECT THE PROMPT

The U.S. prison population grew by more than 600% between 1973 and 2009—from 200,000 people to

1.6 million. Recently, policymakers and criminal justice professionals have implemented reforms to

correct the punitive excesses of the past. By yearend 2016 the number of people held in U.S. prisons

had declined by 6% since a peak in 2009, and crime rates have continued to decline. But the overall

impact of reforms has been quite modest. With over 1.5 million people in state and federal prisons in

2018, the prison population remains larger than the total population of 11 states. Adding the 646,000

people in local jails, to the 34,000 youth in custody, 33,000 immigrants in detention, and 14,000 Native

Americans in territorial prisons, the US incarcerates more than 2.3 million people. If states and the

federal government maintain their recent pace of decarceration, it will take 75 years—until 2093—to

cut the U.S. prison population by 50%. Expediting the end of mass incarceration will require

intensifying the scope of reforms and accelerating their pace. Therefore, for your capstone research

report, you will advise policy makers on evidence-‐based policies and practices to reduce mass

incarceration and at the same time continue the decline in the crime rate that began back in 1993.

Policymakers and practitioners can draw on lessons from science to develop successful strategies, but

they need your help in researching what works, what doesn’t work, and what are fair and unfair

criminal justice policies and practices. Although there are several inter-‐related problems, and the

criminal justice system is wide in scope, you will need to focus your research on a single policy area.

For example, you might focus on young people and what we know is the right and wrong thing to do

with young offenders. Or you might focus your research on policing high-‐crime, high rate of

incarceration neighborhoods, with high rates of poverty, unemployment, and social disorganization. Or

you may simply focus on the ‘war on drugs’, which has had a devastating impact on many high-‐density

urban neighborhoods. Alternatively, you might focus on policies aimed at those already incarcerated—

after all, it is an empirical fact that almost everyone returns from jail and prison. So what we do with

people while they are incarcerated is very important. Thus, you could focus on reentry or

rehabilitation, or even what policies work with respect to inmates who suffer from mental illness.

Once you select your crime policy topic of investigation, you will then need to analyze what we know

about the problem, and then present an evidence-‐based case that reform is necessary. In doing this,

there are a few specific tasks that you must complete. First, you will need to convince the audience, in

the Introduction, that the research is worth an in-‐depth investigation. Note that the audience is a

hypothetical one made up of politicians, policymakers, and agency leaders (for example, police chiefs

or the Secretary of the Florida Department of Corrections). Second, you will need to provide, in the

main body of the paper, an overview of the policy options and summarize the research that shows why

and how the current policy is failing and what scholars know empirically are better policy options.

Usually a policy option is best not only because it has been shown to work and achieve its stated goals,

but also because it is nondiscriminatory and lacks collateral consequences. Third, you will need to end

your research project by recommending a course of action that policymakers should take (with a

summary of the evidence that these programs work). These recommendations should consist of a

breakdown of the specific practical steps or measures that need to be implemented.

Within your report, you must address two key issues. The first issue is that many politicians do not

believe the mass incarceration is even a problem and recently the Attorney General of the United

States, Jefferson Beauregard Sessions, has begun to re-‐mobilize the ‘War On Drugs’, which will

reaccelerate the ‘prison boom.’ The second issue is that poor people and people of color are

disproportionately monitored, stopped, arrested, charged, sentenced, and punished harsher than

everyone else. Several factors contribute to this including disproportionately high rates of contact with

law enforcement. In the US, young Black males are disproportionately patrolled, arrested, and

prosecuted for drug offenses (Beckett, 2012; Western, 2006) and in some major cities as many as three

out of four young Black men have criminal records, most of which are drug-‐related (Alexander, 2010).

Police disproportionately stop and frisk Black youth (Tonry, 2011), and prosecutors are less likely to

grant people of color pretrial diversion, counseling, or programming than Whites (Schlesinger, 2013).

Thus, you must confront the issue of race and class in the criminal justice system.

In the following, I provide the necessary details for writing your policy report and how you should

prepare and carryout your presentation. But at the end of the day, the research project is an

opportunity for you to conduct research on a topic that you are interested in, and use this research to

support an argument for what policymakers should and should not do.

THE WRITING ASSIGNMENTS

To aid you in writing your capstone policy report, you will submit midway through the semester two

writing assignments. These assignments are based on the best evidence we have today for successful

writing in college. The first writing assignment will ask you to decide on a topic of investigation, and

then locate a minimum of three journal articles that are related to the topic, and give a brief summary

of the research. The second writing assignment will have you write the Introduction of your policy

report (Note: the Introduction is also referred to as the Context and Importance of the Problem). The

purpose of these writing assignments is to build your policy report incrementally allowing me to give

you feedback as you write it.

WRITING ASSIGNMENT #1 BEGIN SUMMARIZING RESEARCH

1. For this assignment you will first need to decide on your topic of investigation. Next, locate at least

three journal articles, which are related to your topic of investigation. Then summarize in an

outline format the research that you found (about 3-‐5 pages). Importantly, you need to summarize

the research that you found, do not simply list the journal articles. Note too, that the research in

the required books for this class and the lectures can, and should, be used in your policy report.

o What I am looking for in this assignment is that you are researching the evidence in favor of

and against a specific criminal justice policy or practice in a thoughtful way. It should be the

scaffolding of the main body of your policy report (namely, the section called Pre-‐Existing

Policies, Policy Options, and Research).

o The purpose of this assignment is to help you with constructing a research-‐based policy

brief incrementally, a skill that will serve you now and in your future careers. The least

successful way to write a research paper is to start at or very near the deadline. The best

way to write it is to start your project early, and construct it over time, because it gives you

the time to: (a) think clearly about the topic; (b) fill gaps in your summary of research; and

2. Also, document your research in a formal way; namely, begin constructing your Reference page.

For each research-‐based document you locate and summarize, document your source in a

reference list according to the Harvard Referencing Style or APA style.

o The purpose of this is to aid you in keeping track of your sources that you will cite in the

text, and how it should be correctly formatted. It will also show me that you are using a

variety of sources, but primarily relying on journal articles, books, and book chapters. I may

even recommend an article or two.

WRITING ASSIGNMENT #2: WRITING THE SECTION ‘CONTEXT AND IMPORTANCE OF THE PROBLEM’

1. For this writing assignment, write the section Context and Importance of the Problem, otherwise

known as the Introduction. Your Introduction should include about four paragraphs. It should

include (1) a description of the problem; (2) the effects of the problem; (3) an introduction of your

topic of investigation and description of how this area of crime policy should help solve the

problem and achieve the goals outlined in the prompt; and (4) a road map paragraph that details

what the rest of the paper will do and how it will be structured.

o The purpose of the Context and Importance of the Problem section is to convince the target

audience that a current and urgent problem exists which requires them to take action. The

Context and Importance of the Problem is both the introductory and the first building

blocks of the policy brief/policy report. As such, it usually includes the following: a clear

statement of the problem or issue; a short overview of the root causes of the problem; and

a statement of the policy implications of the problem that establishes the need for a policy

change.

o I will evaluate your grade based on three factors: (1) Is the Introduction strategically

focused on achieving the intended goal of convincing the target audience the need for

change; (2) Does it provide an adequately comprehensive but targeted argument within a

limited space; and (3) Is it succinct and give the reader a good understanding of what the

rest of the paper will be about.

• Note that the writing assignments are graded. The effort you put into this is important for this

assignment and ultimately your final paper (as it is based on the best evidence we have today for

successful writing).

TECHNICAL REQUIREMENTS AND OVERVIEW OF THE POLICY REPORT

Before describing a policy brief, you must follow some basic minimum requirements. Your policy brief

must be between 2,500 words and 3,000 words, or 10 to 12 pages, in length (and this includes the title

page and the reference page). Your policy brief must also be double-‐spaced with 1.0-‐inch margins and

using a 12-‐point Times New Roman font.

Now, the overview: A policy brief is a document that outlines the rationale for choosing a particular

policy alternative or course of action in a current policy debate. It is commonly produced in response to

a request directly from a decision-‐maker or within an organization that intends to advocate for the

position detailed in the brief. Depending on the role of the writer or organization producing the

document, the brief may only provide a targeted discussion of the current alternatives without arguing

for a particular one (i.e. those who adopt the role of ‘objective’ researcher). On the other end of the

scale, i.e. advocates, the brief may focus directly on providing an argument for the adoption of a

particular alternative. Nevertheless for any case, as any policy debate is a market place of competing

ideas, the purpose of the policy brief is to convince the target audience of the urgency of the current

problem and the need to adopt the preferred alternative or course of action outlined and therefore,

serve as an impetus for action.

The key to success is targeting the particular audience for your message. The most common audience

for a policy brief is a decision-‐maker or policymaker, but it is also not unusual to use the document to

support broader advocacy initiatives targeting a wide but knowledgeable audience (e.g. journalists,

diplomats, administrators, researchers). In constructing a policy brief that can effectively serve its

intended purpose, it is common for a brief to be:

• Focused—all aspects of the policy brief (from the message to the layout) need to strategically

focused on achieving the intended goal of convincing the target audience. For example, the

argument provided must build on what they do know about the problem, provide insight about

what they don’t know about the problem and be presented in language that reflects their

values, i.e. using ideas, evidence and language that will convince them.

• Professional, not just academic—The common audience for a policy brief is not interested in

the research and analysis procedures conducted to produce the evidence, but are very

interested to know what scholars know about the problem and potential solutions based on the

best available evidence.

• Evidence-‐based—The policy brief is a communication tool produced by policy analysts and

therefore all potential audiences not only expect a rational argument but will only be convinced

by argumentation supported by evidence that the problem exists and the consequences of

adopting particular alternatives.

• Limited—to provide an adequately comprehensive but targeted argument within a limited

space, the focus of the brief needs to be limited to a particular problem or area of a problem.

• Succinct—The type of audiences targeted commonly do not have the time or inclination to read

an in-‐depth 30 page argument on a policy problem. Therefore, it is common that policy briefs

do not exceed 9 to 12 pages in length (i.e. not longer than 2,500 words).

• Understandable—This not only refers to using clear and simple language (i.e. not the jargon

and concepts of an academic discipline) but also to providing a well-‐explained and easy to

follow argument targeting a wide but knowledgeable audience.

• Accessible—the writer of the policy brief should facilitate the ease of use of the document by

the target audience and therefore, should subdivide the text using clear descriptive titles to

guide the reader.

• Practical and feasible—the policy brief is an action-‐oriented tool targeting policy practitioners.

As such the brief must provide arguments based on what is actually happening in practice with

a particular policy and propose recommendations that seem realistic to the target audience.

THE STRUCTURAL ELEMENTS OF THE POLICY REPORT

Policy briefs directly reflect the different roles that the policy analyst commonly plays, i.e. from

researcher to advocate. The type of brief that you are writing is one from the more action-‐oriented,

advocacy end of the continuum (but that is nevertheless based purely on evidence and not your

opinion). Although there is much variation even at this end of the scale, the most common elements of

the policy brief are as follows:

• Title of the Policy Brief

• Executive Summary

• Context and Importance of the Problem (also called the ‘Introduction’)

• Policy Options and Research

• Conclusion

• Policy Recommendations

• Reference Page

The following is a description of each of the elements required in your policy brief report (and note

that these should be subheadings in your policy brief report):

• Title of the Policy Report—The title aims to catch the attention of the reader and compel

him/her to read on and so needs to be descriptive, punchy, and relevant.

• Executive Summary—The executive summary aims to convince the reader further that the

brief is worth in-‐depth investigation. It is especially important for an audience that is short of

time to clearly see the relevance and importance of the brief in reading the summary. As such,

a 1 to 2 paragraph executive summary commonly includes: A description of the problem

addressed; a statement on why the current approach/policy option needs to be changed; and

your recommendations for action.

• Context and importance of the problem (i.e. Introduction)—The purpose of this

element of the brief is to convince the target audience that a current and urgent problem exists

which requires them to take action. The context and importance of the problem is both the

introductory and first building block of the brief. As such, it usually includes the following: A

clear statement of the problem or issue in focus; a short overview of the root causes of the

problem; and a clear statement of the policy implications of the problem which clearly

establishes the current importance and policy relevance of the issue. It is worth noting that the

length of the problem description may vary considerably from brief to brief depending on the

stage on the policy process in focus, e.g. there may be a need to have a much more extensive

problem description for policy at the evaluation stage than for one at the option choosing

stage.

• Pre-‐Existing Policies, Policy Options, and Research—The aim of this element is to

detail shortcomings of the current approach or options being implemented and therefore,

illustrate both the need for change and focus of where change needs to occur. It also should

detail the evidence about what will likely work better (or not suffer from the shortcomings). In

doing so, the critique of policy options usually includes the following: A short overview of the

policy option(s) in focus and the evidence illustrating why and how the current approach is

failing and why and how another option is not failing (and is hopefully ‘working’). It is also

important for the sake of credibility to recognize all opinions in the debate of the issue.

• Conclusion—you need to summarize briefly what the readers should take away from your

research review.

• Policy recommendations—The aim of the policy recommendations element is to provide a

detailed and convincing proposal of how the failings of the current policy approach need to

change. As such this is achieved by including: A breakdown of the specific practical steps or

measures that need to be implemented. You may also include a closing paragraph

reemphasizing the importance of action. The recommendations should follow the conclusion.

• Reference Page—Since your policy brief is research-‐driven and evidence-‐based, you should

include a reference page that includes all the journal articles, book chapters, books, and

reputable reports that you used to inform your policy brief. You should have at least 10, but

likely more. Also, you must have in-‐text cites throughout your policy brief report. Remember,

this is not original research by you, thus you should have a copious amount of in-‐text cites. By

way of example, here is a decent illustration of in-‐text citing:

The swelling of the US system over the last 40 years is due, almost entirely, to an increased rate of incarceration for people of color, mainly for drug-‐related offenses (Alexander, 2010; Currie, 2013; Sentencing Project, 2010; Tonry, 2011). For young men of color with little education, the prison has become a normal social experience, statistically speaking (Western, 2006). Mass incarceration appears to be with us for years to come as well: while the US prison population recently experienced a slight downtick, estimates suggest that the US carceral system will be larger in 2018 than today (The Pew Charitable Trusts, 2014). This means that, for the foreseeable future, a prison term will serve as a common rite of passage for poor young men of color (Comfort, 2012), an experience that forever dims their life prospects and curtails those of their neighbors, partners, brothers, sisters and children, perhaps for generations to come (Clear, 2007; Wakefield and Wildeman, 2011).

THE POWERPOINT PRESENTATION OF THE RESEARCH PROJECT

OVERVIEW

The research project presentation assignment simulates real-‐world policymaking debates that

routinely take place in the criminal justice system. It is commonly produced in response to a request

directly from a decision-‐maker or within an organization that intends to change a position or strategy.

As soon-‐to-‐be graduates with a degree in criminal justice, you need to practice researching policies,

analyzing their efficacy, and summarizing this research in a short presentation. Thus, you will prepare a

PowerPoint or Prezi presentation of your policy brief. For online classes or online presenters, the

presentations will take place in Canvas’s Discussion page; for on campus classes or in-‐person

presenters the presentations will take place in the classroom. For hybrid classes, you will select during

class time whether to present in the classroom or online through the discussion board.

Again, the topic of your presentation will be the same topic that you select to write about for your

policy brief. Thus, if you have not reviewed the research project prompt and policy brief instructions,

stop here, and go review them. Please take enough time to look over the course material and chapters,

and decide on a topic. This is not always easy. A good topic is very important to your success in both

the writing assignment and the presentation assignment.

PREPARING YOUR POWERPOINT PRESENTATION

First, you need to plan how you will analyze your topic. Next, you will need to do the research on your

topic and begin writing the policy options and research section of your policy brief. Once this is

complete, you can then begin to prepare your PowerPoint presentation. Each PowerPoint presentation

should have 3-‐5 slides, but no more than 7, and it must include 5-‐8 minutes of you speaking (for the

online presenters see below for the instructions on how to record audio on your PowerPoint slides).

Structurally, your PowerPoint presentation should begin with a brief overview of your topic and

connect it to the main policy goal (or problem) of the research project. Following this, you will need to

synthesize the research that favors or disfavors the policies, strategies, or practices related to your

topic. Based on this research review, you should conclude with a recommendation for policymakers

and/or criminal justice agents to implement (including addressing common concerns that they will

have, such as, cost and public support). You are doing a mock policymaking presentation, so remember

who your audience is as you create your slides and presentation notes.

INSTRUCTIONS FOR ONLINE PRESENTERS

After you complete the PowerPoint presentation, which includes audio of you speaking over your

slides, post your file to your thread in the appropriate discussion board forum (see below for

instructions for recording audio and creating a thread). Your PowerPoint must be uploaded by the

posted due date. For the week that you present, you will be in charge of monitoring the discussion

board forum for the entire week and replying to comment(s) before the end of the week. You will also

need to view the presentation posted by your colleagues and post at least one (1) substantive

comment to their discussion board thread.

CREATING A DISCUSSIONS REPLY ON CANVAS

1. Enter the Discussions page on Canvas

2. Select the appropriate Discussions forum.

3. Upload your PowerPoint presentation to the Discussions forum by selecting Reply and then the

Attach paperclip icon located below the textbox.

4. In the textbox, type your name and topic in the box (for example: Tim Goddard – Mandatory

Sentencing for Drug Offenders)

5. Select Post Reply.

6. For the week of your presentation, monitor your thread and respond to comments. You will

need to comment on your colleagues’ presentations as well.

ADDING AUDIO TO A POWERPOINT PRESENTATION (MAC)

1. Open your PowerPoint presentation.

2. Select “Insert” and scroll down to “Audio.” From this menu, select “Record Audio.” Or select

the “Media” icon located at the top of the page. From this drop-‐down menu, select “Record

Audio.”

3. A “Record Sound” menu page should pop-‐up (shown below). Select the “Record” option and

begin recording the audio for your presentation. (As a reminder, there should be audio on each

slide. Please do not record the audio for your entire presentation and place it on one slide).

4. Once you have finished recording your audio, select “Stop” or click “Record” again to stop

recording. Give your audio file an appropriate name and click “Save.”

5. A speaker icon will now be present on the slide. If you select this icon, you should be able to

play the audio you’ve just recorded. Be sure to save your presentation.

ADDING AUDIO TO A POWERPOINT PRESENTATION (PC)

1. Choose the slide by clicking on it.

2. Click on Insert found in the menu across the top.

3. You will see a gold speaker to the right of the icon menu at the top. Click on the arrow beneath

it.

4. Click record audio.

5. A small box will appear.

6. When you are ready to record, click on the red circle. The clock will start ticking from zero.

7. When you are done recording, click the square.

8. To listen to your recording, click on the blue arrow.

9. If you are unhappy with your recording or would like to record it again, simply press cancel and

begin again.

10. If you are happy with your recording, simply press OK. A gray speaker icon will appear on your

slide. You can move this anywhere you like (and move it to a corner or somewhere logical).

11. If you press OK, and then decide you don’t like it, simply delete the gray speaker icon from the

slide and begin again.

Assessment Rubric for the Oral Presentation of the Policy Brief

Oral Presentation Rubric

Levels of Achievement Evaluators assign a (1) to any measure that does not meet cell one level of performance

Benchmark 2

Milestone 3

Milestone 4

Capstone 5

Subject Knowledge: Main argument, relevant support, clear explanation

Central argument can be deduced, but is not explicitly or explained stated in the presentation. Insufficient supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make reference to information or analysis that minimally supports the presentation or establishes the presenter's credibility/ authority on the topic.

Central argument is basically understandable but is not often repeated, explained well, and is not memorable. Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that partially supports the presentation or establishes the presenter's credibility/ authority on the topic.

Central argument is clear, explained well, and consistent with the supporting material. Supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that generally supports the presentation or establishes the presenter's credibility/ authority on the topic.

Central argument is compelling (precisely stated, appropriately repeated and explained, memorable, and strongly supported.) A variety of types of supporting materials (explanations, examples, illustrations, statistics, analogies, quotations from relevant authorities) make appropriate reference to information or analysis that significantly supports the presentation or establishes the presenter's credibility/ authority on the topic.

Organization: Transitions, logic order of key points

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is not observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is intermittently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable within the presentation.

Organizational pattern (specific introduction and conclusion, sequenced material within the body, and transitions) is clearly and consistently observable and is skillful and makes the content of the presentation cohesive. Delivery:

Vocal expressiveness.

Delivery technique (vocal expressiveness) detracts from the understandability of the presentation, and speaker appears uncomfortable.

Delivery technique (vocal expressiveness) makes the presentation understandable, and speaker appears tentative.

Delivery technique (vocal expressiveness) makes the presentation interesting, and speaker appears comfortable.

Delivery technique (vocal expressiveness) makes the presentation compelling, and speaker appears polished and confident.

Communication Aid: (PowerPoint or other similar programs such as Prezi)

Slides seem to have been cut-and pasted together haphazardly at the last minute without any graphics or visual media; numerous mistakes; speaker not always sure what is coming next.

Boring slides; no glaring mistakes but only text was presented without graphics and other visual media; no real effort made into creating slides to try to keep audience interested.

Generally good set of slides; conveys the main points well with combination of graphics and visual media; most slides are easy to read but do not keep audience interested.

Very creative slides; carefully thought out to bring out both the main points as well as the subtle issues while keeping the audience interested with clean graphics and visual media.

Assessment Rubric of the Research Project/Policy Brief

Critical Thinking Rubric

Level of Achievement Evaluators assign a one (0) to any measure that does not meet benchmark (cell one) level performance Benchmark

1 Milestones

2 3 Capstone

4 Explanation of Issues

Issue/problem to be considered critically is stated without clarification or description.

Issue/problem to be considered critically is stated, but description leaves some terms undefined, ambiguities unexplored, and/or backgrounds unknown.

Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.

Issue/problem to be considered critically is stated clearly and described systematically, delivering all relevant information necessary for full understanding. Sources and

Evidence Selecting and using information to investigate a point of view or conclusion

Information is taken from source(s) without any interpretation or evaluation.

Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis.

Information is taken from source(s) with enough interpretation/evaluatio n to develop a coherent analysis or synthesis.

Information is taken from source(s) with enough interpretation/evaluati on to develop a widespread analysis or synthesis. Influence of

Context and Assumptions Considers where appropriate the disciplinary, cultural, social, economic, technological, ethical, political, or personal context

Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Demonstrates minimal attention to context.

Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa).

Identifies own and others’ assumptions and several relevant contexts when presenting a position.

Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position.

Student’s Position Perspective, thesis, hypothesis

Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.

Specific position takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).

Specific position is imaginative, taking into account the complexities of an issue. Limits of position are acknowledged. Others' points of view are synthesized.

Conclusions and Related Outcomes Implications and consequences

Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.

Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.

Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly.

Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.

Assessment Rubric of the Research Project/Policy Brief Written

Communication Rubric

Level of Achievement Evaluators assign a one (0) to any measure that does not meet benchmark (cell one) level performance

Benchmark 1

Milestones 2 3

Capstone 4

Content Development Thesis and ideas.

Main thesis is not clearly developed. Uses appropriate and relevant content to develop simple ideas in only some parts of the work. Minimally accomplishes goals of the assignment.

Main thesis is poorly developed. Uses appropriate and relevant content to develop and explore ideas through most of the work. Shows some signs of accomplishing the goals of the assignment.

Main thesis is evident. Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. Generally accomplishes goals of the assignment.

Main thesis is clearly stated and present throughout the paper. Uses appropriate, relevant, & compelling content to illustrate mastery of the subject, conveying the writer’s understanding, and shaping the whole work. Completely accomplishes the goals of the assignment

Organization and Disciplinary Conventions Clear & consistent organizational pattern; follows formal and informal rules of criminal justice

Unclear organization or organizational plan is inappropriate to thesis. No transitions. Shows little awareness of criminal justice conventions.

Some signs of logical organization. May have abrupt or illogical shifts & ineffective flow of ideas. Follows criminal justice expectations at a basic level of understanding.

Organization supports thesis and purpose. Transitions are mostly appropriate. Sequence of ideas could be improved. Uses criminal justice conventions consistently.

Fully & imaginatively supports thesis & purpose. Sequence of ideas is effective. Transitions are effective. Demonstrates successful execution of criminal justice conventions.

Mechanics & Conventions Spelling, capitalization, punctuation, grammar, general proofreading.

Abundant spelling errors, non-existent or incorrect punctuation, and/or severe errors in grammar that interfere with understanding.

Some frequent, incorrect punctuation, significant errors in grammar causing interference with understanding in some parts of the paper.

Occasional lapses in spelling, punctuation, grammar, but not enough to seriously distract the reader.

Very few spelling errors, correct punctuation, and grammatically correct, leading to clear understanding of content.

Control of Syntax Language, word choice, and sentence variety

Uses language that sometimes impedes meaning because of errors in usage. Repetitive words and sentence types.

Uses language that generally conveys meaning to readers with clarity, although writing may include some errors in language, word choice, and sentence types.

Uses straightforward language that generally conveys meaning to readers. The language in the portfolio has few errors in language, word choice, and sentence types.

Uses graceful language that skillfully communicates meaning to readers with clarity and fluency, and is has very few errors in language, word choice, and sentence types.

Sources and Referencing Documentation and referencing of criminology and criminal justice research

Neglects important sources. Overuse of quotations or paraphrase to substitute writer’s own ideas. Possibly uses source material without acknowledgement.

Uses relevant sources but lacks in variety of sources and/or the skillful combination of sources. Quotations & paraphrases may be too long or inconsistently referenced.

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Does not overuse quotes, but may not always conform to required style manual.

Uses sources to support, extend, and inform, but not substitute writer’s own development of idea. Doesn’t overuse quotes. Conforms to required referencing style.