Paper Due May 2nd

RESPONSE TO A REQUIRED READING 1,000 – 1,250 Words

LOYOLA UNIVERSITY NEW ORLEANS - OWLS WRITING EXAMPLE

GUIDELINES: RESPONDING TO A READING Summary, Reflection, Analysis, and Argument

SUMMARY WHAT DOES THE WRITER SAY?
The summary response to a reading—an article, a chapter, or a book—relates as clearly as possible what the author says. When you write a summary, you strive for objectivity and accuracy as you relate the main ideas of the original. A summary omits details and examples that are not needed to convey the "gist" of the original, and it does not include any ideas not found in the original. It is written entirely in your own words, with few, if any, direction quotations, and using present tense. A summary does not analyze, evaluate, or argue a position; it simply restates the original material in a much more condensed form.

REFLECTION HOW DOES THE WORK RELATE TO YOUR OWN EXPERIENCES?
This kind of response explains your personal reaction to the work. When you write a reflective response, you explore how the work relates to your own experiences, beliefs, and values. Is thewriter’s claim validated by any of your own experiences? Did the reading confirm, challenge, orchange in any way your original viewpoint on the topic? Because the reflective response often involves discussion of your own experiences, beliefs, and values in relation to what you read, this response is usually written in the first person.

ANALYSIS WHAT DOES THE WRITER DO?
Another kind of response to a reading is a critical response. Critical analysis examines how the author says what he/she says. When you write a critical analysis, you examine the various elements of the work to discover how they function together to form an effective whole. The elements you examine depend upon your specific purpose for analysis. For example, an analysis of an argument might lookat the argument’s claims and reasons, supporting information (evidence), and logic. An analysis of a short story might focus on how the setting relates to the story’s meaning.

An analysis includes only as much summary of the work as is needed for a reader to follow the analysis and understand how it relates to the original argument. The analytical response avoids personal reflection on an agreement or disagreement with the ideas.

Often, critical analysis also evaluates the work, making judgments about how well it fulfills its purpose. In that case, your analysis would support a judgment about the overall effectiveness of the work, such as the credibility and persuasiveness of an argument: Is the thesis built on reasonable and valid claims and reasons? Are these claims supported with convincing supporting information and sound reasoning? Is its argument persuasive?

ARGUMENT WHAT IS YOUR POSITION ON THE TOPIC OR ISSUE?
This kind of response asserts a position on the topic, supported with reasons and evidence. When you write an argumentative response, you explain why you agree or disagree, in whole or in part,with the writer’s claims and ideas. You may agree with the claim by elaborating upon the main

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points of the argument with original support (your own ideas and evidence), or you may disagree with the claim by challenging and questioning those points.

WORD COUNT

Additional General Requirements for this Assignment:

Format of Paper: When writing a Response to Reading, use the APA format, and follow general structural guidelines. Format your paper so all of the text is double-spaced and there is a 1-inch margin on all sides. The APA recommends using Times New Roman in 12 point. For a page with 1-inch margins, 12-point Times New Roman font, and minimal spacing elements, a good rule of thumb is250 words for a double-spaced page. For this assignment use double spacing per page.

In-Text Citations: To strengthen your Response to Reading, you may want to quote or paraphrase sections from the original article. Whenever you do this, you must include in-text citations. With APA style, you use the author-date citation system. If you mention the original author by name, then you only need to include the year of publication within parentheses directly following his name. When you quote or paraphrase a specific passage from the journal, add the page name at the end of the sentence in parentheses this should be written as "p." and placed before the final punctuation mark.

References: For references, your paper may only reference the journal that you are critiquing. To writethis in proper APA style, write the author’s last name, a comma, first and middle initials and a period.Write the publication year in parentheses followed by a period. Type the name of the article title in sentence case followed by a period. Then, write the name of the journal in italics and title case, a comma, volume number, a comma, page numbers and a period. The volume number should also be in italics, but all text that follows should have plain formatting. For example: Hernandez, D. (2008). Choosing and using citation and bibliographic database software. Diabetes Educator, 34, 459-60.

Example of Required Format to Follow:

Students are reminded to follow this format, including section (student name/info, bibliography, summary, reflection, analysis/evaluation, argument and additional references if any) headings, on the Discussion Board page, as they write their paper.

Students can either type their response, following this format, in a Word document and then copy and paste it into the Blackboard Discussion Board, or they can type out their response in Blackboard Discussion Board following this format.

WRITE THE PAPER ASSUMING THAT THE READER HAS NO PRIOR KNOWLEDGE OF THE TOPIC - THIS IS CRUCIAL TO YOUR GRADE.

EXAMPLES

Student Name:

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(University Name) CRIM A??? Semester – Year
Bibliography: Media Article (with hyperlink) or Response to Reading title (both cited in APA style) Summary: Using the example above, insert your summary of the reading here.
Reflection: Using the example above, insert your reflection of the reading here. Analysis/Evaluation: Using the example above, insert your analysis/evaluation of the reading here. Argument: Using the example above, insert your arguments, pro or con, of the reading here. References: If you use any additional external references, list here, following the APA Guidelines. Word Count: Insert the number of words of the Response to Reading.

EXAMPLES

Name Loyola University CRIM A250- Fall2019

Bibliography Cauffman, E. & Steinberg, L. (2012). Emerging Findings from Research on Adolescent Development and Juvenile Justice, Victims & Offenders, 7:4, 428-449 Retrieved from https://doi.org/10.1080/15564886.2012.713901

SUMMARY WHAT DOES THE WRITER SAY?

This article from Cauffman & Steinberg was published in 2012 to address the structure of the juvenile justice system and its need compared to the criminal justice system for adults. This article aims to answer three ideas:(1) Should adolescents be held to adult standards of criminal culpability and, accordingly, be exposed to the same punishment as adults? (2) Do adolescents possess the necessary capabilities to function as competent defendants in an adversarial court proceeding? (3) How are juvenile offenders affected by the sorts of punitive sanctions that became increasingly popular during the last several decades? (Cauffman & Steinberg, 2012, p.429). These researchers pose these questions due to challenges in the nature of development connecting with the nature of justice in serious criminal offenses. The juvenile justice system started to protect children from the harshness of the criminal justice system. There are many people involved to determine the treatment of juvenile offenders and professionals need to understand developmental changes in adolescents to determine how to structure correctional facilities. The juvenile justice system transitioned from rehabilitation and intervention treatment to punitive and adult court framework. The justice system recognizes special needs and immaturity of young people to highlight rehabilitation over punishment. This article breaks down brain development, cognitive development, and psychosocial development and the influence it brings to youth decision making, peer pressure, self-regulation, and juvenile crime. From the findings in this research, this study concludes with the understanding that there is scientific evidence to support that the juvenile justice system is needed because adolescents require less blameworthy than their elders due to brain development.

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REFLECTION HOW DOES THE WORK RELATE TO YOUR OWN EXPERIENCES?

This article sums up great details of the juvenile justice system and the criminal justice system. I think the majority of the time youth in the juvenile justice system receive unfair and harsh sentence terms because they are perceived as mature decision makers and to have adult intelligence, however this maturity is not developed until after adolescence. The juvenile justice system does not carry professionals like policy makers, judges, lawyers, probation officers, counselors etc that can provide proper treatment and resources. Professional that can understand these developmental changes, peer pressure, and the cognitive capacities of childhood to adolescence would make the juvenile justice system provided reasonable sentencing and youth can benefit from the services and interventions of the juvenile system. I think this article has accurate research and makes valid points that I do not think is used in the juvenile justice system. This article highlights that the juvenile justice system tries youth as adult criminals, although they are not as capable in decision making as adults are. It also recognizes that youth do not carry the brain function to take full responsibilities for their crimes because their intellectual abilities, deductive reasoning, and information processing are incapable of full competence in court. Understanding the scientific knowledge that contributes to juvenile delinquency, youth are receiving long-term effects from punitive sanctions that have become the norms of sentencing in the juvenile justice system. The juvenile justice systems come across issues in development, mental health, family influences, peer pressures and more, however lack professionals capable of rehabilitating these issues as well as effective resources and treatments.

ANALYSIS WHAT DOES THE WRITER DO?

Cauffman & Steinberg recognize that the policies of the juvenile justice system are not based only on the studies of adolescent development and are fully aware that there are many other factors that contribute to deviance and juvenile delinquency. Research on adolescent development and the juvenile justice system supports rehabilitative and preventive treatment, however youth crime will not be solved fromconsiderations of developmental changes. Cauffman & Steinberg states, “the future prospects of manyyouthful offenders will be harmed by a system that holds them to adult levels of accountability forbehavior that is often a consequence of transitory developmental changes” (Cauffman & Steinberg,2012, p.446). The authors discuss that adolescents will have trouble small and big, even continue to enter the juvenile justice system despite positive efforts to reduce juvenile crime. This article explainsthat the juvenile justice system creates tremendous controversy on methods to juvenile offenders’punishments. While scientific knowledge supports maintenance in the structure of the juvenile justice system, there are many critiques to the juvenile justice system. These researchers detail the executive functions of the brain and changes that affect developments of puberty and self-control. Adolescents cognitive capabilities are less than those of adults and are more influenced by emotional and social factors.

ARGUMENT WHAT IS YOUR POSITION ON THE TOPIC OR ISSUE?

In conclusion to this research it was highlighted that, “No one policy regime will yield good outcomes forall young offenders, but looking to developmental research to guide our decision making provides a solid framework for policies and practices that will enhance public safety in the long run by promotingeffective treatments and healthy adolescent development” (Cauffman & Steinberg, 2012, p.446). I agreethat there are a lot of developmental and emotional factors that increase juvenile delinquency that lays out preventive and treatments that diminish the number of juvenile offenders. I believe the authors provided great examples to make sure that our youth should be seen as people versus delinquents as

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well as taking care of the youth that enter and experience the process of the juvenile justice system. Thejuvenile justice system is explained as a “pipeline’ recognizing there are stages developing into thejuvenile justice system. While I agree that these methods are necessary to the framework for policies, I do believe that there is work needed to change the long-term effects from experiences in the juvenile justice system. This would ensure that recidivism rates and taking care of youth in the juvenile justice system is a priority. I do wish that the research expanded on the societal and emotional impacts on juvenile justice protocol, however there is progress in the juvenile justice system to the approach from policy makers. Overall, I believe that there will always be flaws in the juvenile justice system, however it protects youth through its division from the adult justice system and works to protect public safety. It is necessary to put time and effort into making sure the criminal justice system and the juvenile justice system are constructed correctly.

WORD COUNT 1019