Home Work Criminal Science

J01E Introduction to Criminal Justice

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the "Assignment Format" page located on the Course Home page for specific format requirements.

Part A

1. Describe the loss of the right to vote for inmates who are incarcerated.

2. Is race is an underlying issue in this process? Provide one (1) supporting fact to justify your response.

3. Do you believe that inmates should have the right to vote? Provide one (1) supporting fact to justify your position.

Part B

1. Briefly describe mandatory release and good-time release.

2. Describe one (1) way inmates receive/apply good-time credit to their release.

3. Is this process is beneficial to the criminal justice system as a whole? Provide one (1) supporting fact to justify your position.

4. Do you think inmates should be able to earn good-time release? Provide one (1) supporting fact to justify your position.

Grading Rubric

Please refer to the rubric on the next page for the grading criteria for this assignment.

CATEGORYExemplarySatisfactoryUnsatisfactoryUnacceptable

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of the loss

of the right to vote for

inmates who are

incarcerated.

Student provides a mostly

clear, logical description of

the loss of the right to vote

for inmates who are

incarcerated.

Student provides a weak or

unclear description of the

loss of the right to vote for

inmates who are

incarcerated.

Student provides a poor

description of the loss of

the right to vote for

inmates who are

incarcerated.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of

whether or not race is an

underlying issue in the loss

of right to vote process, with

at least 1 clear, logical

supporting fact.

Student provides a mostly

clear, logical description of

whether or not race is an

underlying issue in the loss

of right to vote process, with

at least 1 mostly clear,

logical supporting fact.

Student provides a weak or

unclear description of

whether or not race is an

underlying issue in the loss

of right to vote process,

with at least 1 weak or

unclear supporting fact.

Student provides a poor

description of whether or

not race is an underlying

issue in the loss of right to

vote process, with 0-1 poor

supporting facts.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of

whether he or she believe

that inmates should have the

right to vote, with at least 1

clear, logical supporting fact.

Student provides a mostly

clear, logical description of

whether he or she believe

that inmates should have

the right to vote, with at

least 1 mostly clear, logical

supporting fact.

Student provides a weak or

unclear description of

whether he or she believe

that inmates should have

the right to vote, with at

least 1 weak or unclear

supporting fact.

Student provides a poor

description of whether he

or she believe that

inmates should have the

right to vote, with 0-1 poor

supporting facts.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of

mandatory release and good-

time release.

Student provides a mostly

clear, logical description of

mandatory release and good-

time release.

Student provides a weak or

unclear description of

mandatory release and

good-time release.

Student provides a poor

description of mandatory

release and good-time

release.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of at least

1 way inmates receive/apply

good-time credit to their

release.

Student provides a mostly

clear, logical description of

at least 1 way inmates

receive/apply good-time

credit to their release.

Student provides a weak or

unclear description of at

least 1 way inmates

receive/apply good-time

credit to their release.

Student provides a poor

description of 0-1 ways

inmates receive/apply

good-time credit to their

release.

Part A: Loss of right

to vote - description

(10 points)

Part A: Loss of right

to vote - race (10

points)

Part A: Loss of right

to vote - opinion (10

points)

Part B: Mandatory &

good-time release -

descriptions (10

points)

Part B: Good-time

credit (10 points)

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of

whether or not the process is

beneficial to the criminal

justice system as a whole,

with at least 1 clear, logical

supporting fact.

Student provides a mostly

clear, logical description of

whether or not the process

is beneficial to the criminal

justice system as a whole,

with at least 1 mostly clear,

logical supporting fact.

Student provides a weak or

unclear description of

whether or not the process

is beneficial to the criminal

justice system as a whole,

with at least 1 weak or

unclear supporting fact.

Student provides a poor

description of whether or

not the process is

beneficial to the criminal

justice system as a whole,

with 0-1 poor supporting

facts.

10 points 8 points 5 points 2 points

Student provides a clear,

logical description of

whether or not he or she

believes inmates should be

able to earn good-time

release, with at least 1 clear,

logical supporting fact.

Student provides a mostly

clear, logical description of

whether or not he or she

believes inmates should be

able to earn good-time

release, with at least 1

mostly clear, logical

supporting fact.

Student provides a weak or

unclear description of

whether or not he or she

believes inmates should be

able to earn good-time

release, with at least 1

weak or unclear supporting

fact.

Student provides a poor

description of whether or

not he or she believes

inmates should be able to

earn good-time release,

with 0-1 poor supporting

facts.

20 points 15 points 10 points 5 points

Student makes no errors in

grammar or spelling that

distract the reader from the

content.

Student makes 1-2 errors in

grammar or spelling that

distract the reader from the

content.

Student makes 3-4 errors in

grammar or spelling that

distract the reader from the

content.

Student makes more than

4 errors in grammar or

spelling that distract the

reader from the content.

10 points 8 points 5 points 2 points

The paper is written in

proper format. All sources

used for quotes and facts are

credible and cited correctly.

The paper is written in

proper format with only 1-2

errors. All sources used for

quotes and facts are credible

and most are cited correctly.

The paper is written in

proper format with only 3-5

errors. Most sources used

for quotes and facts are

credible and cited correctly.

The paper is not written in

proper format. Many

sources used for quotes

and facts are less than

credible (suspect) and/or

are not cited correctly.

Mechanics (20

Points)

Part B: Beneficial to

CJ system (10

points)

Part B: Good-time

release - opinion

(10 points)

Format (10 Points)