English Assignment 5
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assignment_5.zipAssignment 5/Assignment 5 directions.docx
Assignment 5: Persuasive Paper Part 3: Possible Disadvantages, Answers, with Visuals Due Week 10 and worth 250 points
Using feedback from your professor and classmates, revise Parts 1 and 2, and add Part 3. Plan to include visuals to illustrate the advantages of your proposed solution.
Write an eight to ten (8-10) page paper in which you:
Provide Part I: Revision of A Problem Exists (3-4 pages)
1. Revise your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates.
Provide Part 2: Revision of Part 2: Solution to Problem and Advantages (3-4 pages)
2. Revise your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates.
Develop Part 3: Possible Disadvantages, Answers, with Visuals (1-2 pages, for 7-9 total pages)
3. Included a defensible, relevant thesis statement in the first paragraph.
4. State, explain, and support the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one (1) paragraph.
6. Include one or two (1-2) relevant visuals that help illustrate an advantage.
7. Use effective transitional words, phrases, and sentences.
8. Provide a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Repeat or paraphrase your thesis statement.
9. Develop a coherently structured paper with an introduction, body, and conclusion.
10. Use one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims.
11. Support disadvantages and answers with at least two (2) additional quality relevant references. Use at least eight (8) total for Parts 1, 2, and 3. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
Note: Submit your assignment to the designated plagiarism program so that you can make revisions before submitting your paper to your professor.
The specific course learning outcomes associated with this assignment are:
· Recognize the elements and correct use of a thesis statement.
· Associate the features of audience, purpose, and text with various genres.
· Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations.
· Correct grammatical and stylistic errors consistent with Standard Written English. Prepare a research project that supports an argument with structure and format appropriate to the genre.
· Revise drafts to improve clarity, support, and organization.
· Recognize how to organize ideas with transitional words, phrases, and sentences.
· Incorporate relevant, properly documented sources to substantiate ideas.
· Use technology and information resources to research selected issues for this course.
· Write clearly and concisely about selected topics using proper writing mechanics.
Assignment 5/Assignment 5 sample paper.docx
Running head: CASH INCENTIVES 1
CASH INCENTIVES 16
Cash Incentive: An AP motivator for high school students
Persuasive Paper Part 2: Solution and Advantages
Student Name
Dr. Mary Rose Kasraie
English 215 (Research and Writing)
Date
Cash Incentives: An AP Motivator for High School Students Comment by strayer: Here begins part 1
Education is a learning process that requires educators to utilize successful methods of motivating students to acquire knowledge and develop the powers of reasoning and judgment. Many strategies and techniques used to help students improve their study habits for retaining information and increasing their learning skills require creative methods of implementation. One approach utilizes cash incentives to encourage students to become more involved in tutoring, after school classes, and other available academic resources as tools for self-help. Because of the success rate in several states, financial incentives offered to high school students to perform well on standardized tests are becoming a valuable asset to the education platform. Although some critics argue that paying students to perform well is merely a temporary means of achieving good test scores with no promise of retained knowledge for the student, the evidence suggests that giving cash incentives to students for performing well on standardized tests has an overall good outcome for students and educators. Comment by strayer: Controlling thesis statement
History
Since 1959, the American College Testing Program (ACT) is a curriculum- and standards-based educational and career planning tool that assesses students’ academic readiness for college (ACT’s, 2015). Also, the SAT Reasoning Test is a standardized test that determines the critical reading, mathematical, and writing skills that students need to be successful in college (Ellwood & Kane, 2000). Moreover, individual states have different standardized tests that are administered to high school students for the purpose of determining their academic knowledge and critical thinking skills. Some of these tests require a passing score before students can enter college. Such testing has been set up to determine if students are prepared to do well in higher education.
Although there is a great deal of pressure on students to do well, some students need more incentive to pursue studies leading to a higher education. Such incentive has been coming more and more in the form of cash for grades. Although the approach most surely began in the home as parents tried to pressure their children to study, schools in, for example Texas, Massachusetts, and Kentucky, have been rewarding students for good grades (Flannery, 2015, para. 2). The program, popularly considered to have begun in the late 1980s in Texas when cash was given for AP grades (Ash, 2008, p. 3), is very controversial. However, despite the controversy, the programs continue as they are considered by some people to be strong motivators for students and educators.
Problem of Inequality
Historically, college enrollment is lower among ethnic-minority high school graduates and students from low-income families. Approximately 70 percent of white high school graduates or GED holders between the ages of 25 and 29 enrolled in some college program; the corresponding figures are roughly 60 and 50 percent for African American and Hispanics, respectively (Census Bureau, 2014). However, approximately eighty percent of the high school graduates from the top income quartile attend some college compared to fewer than sixty percent of those from the lowest income quartile (Ellwood & Kane, 2000). As a result, some of the nation’s largest and most diverse public school systems are implementing financial incentive programs in efforts to narrow the persistent black-white student achievement gap.
Many researchers have therefore come to the conclusion that the financial differences in household income have an impact on students aspiring to further their educations beyond high school. Without the funds and resources needed to pay for college or other higher education, students become discouraged from reaching desired goals because they believe them to be beyond what they are capable of attaining.
Social Problems
Other issues contribute to related problems. For example, researchers have also linked poor quality teaching, over-crowded classrooms and deteriorating schools to the low score results on standardized tests of high school students (Anyaso, 2008). The results are an increase in the high school dropout rate and low admission rates for colleges. However, the future of labor markets will be affected by the skills and abilities of young adults entering the workforce with little or no formal education.
Something is needed to help reverse these problems, and it is safe to conclude that paying high school students cash incentives to perform well on standardized tests was developed to help solve the issues mentioned above. The Advanced Placement Incentive Program (APIP) was first adopted in 1996 to encourage high school juniors and seniors from low-income families to take AP courses and exams (Jackson, 2008). In the light of the noticeable disadvantages among African American and minority students enrolled in AP classes, in comparison to white students, the United States Department of Education took measures to address this issue.
Financial Problems
Some of the problems related to the question of whether or not to pay students to do well in school relate to financial issues. The U.S. Department of Education attempted to address this problem announced that it has awarded $28.4 million in grants to 40 states, Washington, D.C., and the Virgin Islands as part of its efforts to boost college and career-readiness for historically underserved students (Department of Education, 2015). Because the costs to take Advanced Placement Tests can be very high, these grants will help defray the costs of taking these tests for low-income students. The program enables states to reimburse part or all of the cost of Advanced Placement test fees for eligible low-income individuals. In addition, some states do not require an eligible low-income individual to pay more than a nominal fee to take Advanced Placement tests in core subjects. In this case, the state educational board may use grant funds for activities directly related to increasing the enrollment of low-income individuals in Advanced Placement courses, the participation of low-income individuals in Advanced Placement tests, and the availability of Advanced Placement courses in schools serving high-poverty areas (Department of Education, 2015). Furthermore, not all funding for cash incentive programs comes from governments. Charles Loudermilk, founder, chairman, and chief executive officer of Aaron Rentals, Inc., funded cash incentive programs through the Atlanta, Georgia, based Learning Makes a Difference Foundation (as cited in Ash, 2008). Therefore, financial issues can be very serious problems, not only for the students, but for governments as well; however, public and private concerns work together to alleviate the problem.
A number of states approach the financial problem incurred by offering cash incentives to motivate students to study through the use of grants. Maryland, Georgia, Texas, and New York are states using funds from grants to offer cash incentives, ranging from $20 to $50 for grades in English, math, science, social studies, and physical education to motivate and reward students for doing well in reading and math scores on standardized tests (Anyaso, 2008). For example, students in Fulton County, Georgia, earned $8 an hour attending after-school math and science sessions for up to four hours a week, and they could earn a bonus $75 for 8th graders and $125 for 11th graders (Ash, 2008). Most important, as a whole, financial incentives have been seen to improve academic success (Cech, 2008). Thus, despite criticism of the programs, Anyaso (2008) notes that “many public school systems are willing to give these programs a try” (p. 9). As a result, both public and charter schools are taking advantage of grants as another option to inspire students to exceed in the areas of reading, math, and logical reasoning in order to address the financial problems.
Conclusion
Despite the arguments against giving cash incentives for good grades, it is clear that cash incentives are indeed a motivator for high school students to take the necessary steps for exceeding on a standardized test. Considering the financial differences between social classes, poor quality teaching, overcrowded classrooms, deteriorating schools, and government funding of cash incentives, it seems that critics and educators must recognize the importance of continuing the use of this strategy. As an alternative to the customary methods utilized in the educational system today, paying cash to high school students encourages academic development and growth. The results extend benefits to students, educators, and the economy as a whole. To successfully improve test scores in the areas of math, science and social studies, pupils and educators must first form cohesive relationships. These relationships will require that teachers and students establish clear and open lines of communication about the goals and expectations of both parties. Student involvement levels in tutoring both before and after school are necessary to help the relationship. Educators will develop their current organizational skills while improving in areas of teaching and the methods used to increase student motivation. Students will receive the benefits of an increase in moral and confidence knowing that they have full support from educators. In a 2008 article in Education Week, Katie Ash discusses the pros and cons of giving students money in exchange for test scores. In Atlanta, Georgia, Gregory O. Fields, Fulton County Schools' assistant superintendent for high school curriculum comments, “The most important outcome within all of this is to help these students build the necessary confidence and awareness of their genuine educational abilities to be successful in school and life" (as cited in Ash, 2008, p. 3). Thus, these educators recognize that unconventional solutions can rectify these problems, and there can be a solution.
Solution Comment by strayer: Here begins part 2
Although one solution will not fit all states, the basic concept of cash rewards does suggest a possible solution. In fact, many educators conclude that giving cash incentives to educators and high school students for performing well on standardized tests will answer many of the questions and concerns of researchers. Also, parents of school age children and educators will gain a sense of relief by knowing that all students will be given an equal opportunity to excel academically. Moreover, critics and skeptics of cash incentive programs will witness the positive outcome of high schools experiencing an increase in the number of students graduating, along with a decrease in the national high school drop-out rate. As a result, the advantages of offering cash incentives to high school students for performing well on standardized tests will encourage students to take AP tests, help educators, and help the economy. Comment by Mary Rose: Thesis statement for part 2
First Advantage
In the years to come, several advantages will continue to be evident from schools that pay cash incentives to students who perform well on standardized tests. Research studies show the majority of minority and high-achieving, low-income students without financial support do not even apply to selective institutions; they gravitate toward nonselective local institutions or community colleges. Moreover, in today’s competitive college application environment, it seems odd to see such opportunities bypassed when many colleges offer financial aid packages to high-achieving, low- income students (“Getting Paid,” 2013). Giving cash incentives to high-school students for performing well on standardized tests eliminates the financial burden imposed on African-American and Hispanic students, respectively. As United States Secretary of Education Arne Duncan comments, “ These grants eliminate some of the financial roadblocks for low-income students taking advanced placement courses, letting them take tests with the potential of earning college credit while in high school" (Department of Education, 2015, para. 3). Therefore, all students will have equal opportunities to enroll and participate in Advanced Placement courses. Texas, one of the first states to use a cash incentive for AP students, discovered a distinct increase in their scores. Figure 1, above, demonstrates a marked raise in AP scores in Dallas, Texas, after the introduction of AP incentive programs. Thus, students will no longer be discouraged from taking Advanced Placement courses because the financial burdens are lifted from their families. In turn, parents will begin to encourage their children to enroll in Advanced Placement classes and support them throughout the program. Having the moral support of their parents will help students improve their study habits and take advantage of all of the academic resources their schools offer. Finally, high school students are inspired to pursue college as an option for furthering their education. According to C. Kirabo Jackson (Professor of Labor Economics at Cornell University in Ithaca, N.Y.), after comparing college-entrance-exam scores at schools before APIP and three years afterward, an average 33 percent net increase was found in students scoring above 1100 on the SAT or 24 on the ACT (as cited in Sparks, 2014, p. 5). That gain was over and above increases that the schools would have been expected to see otherwise, based on comparable schools. Comment by Windows User: Note use of illustration; see Instructor Insights, week 10 for more information.
Second advantage
Another aspect of Advanced Placement incentive programs addresses the issues of poor quality teaching, over-crowded classrooms, and deteriorating schools. Besides high school students, cash is paid to educators with proven results from their actions and strategies utilized in the subjects of math, science and social science (Elbery & Martin, 2012). Teachers also receive additional training to help with motivating themselves and students during class. Perhaps the most common of studies on the subject reveals that all of the results conclude that such incentives do in fact contribute to improved test scores on a state and national level (“Getting Paid,” 2013). Thus, the incentive programs do prove advantageous to students and faculty.
These increases in scores also benefits education as a whole. Sara D. Sparks (2014) notes that U. S. schools are on an upward trajectory to meet a national goal of a 90 percent high school graduation rate by 2020, according to the annual “Building a Grad Nation” report, if they can continue the gains of the past few years. Many of those gains were attributed to the implementation of Advancement Placement courses and cash incentives given to high school students to perform well on standardized tests. In another article published by the United States Department of Education (2014), Secretary of Education Arne Duncan comments, “High school instruction needs to become more rigorous to foster college and career-readiness, and provide multiple pathways to success in order to prepare students for the 21st-century global economy” (para. 4). Thus, cash incentives can lead to more students taking Advanced Placement courses, which helps schools meet this challenge to prepare for increased preparedness by developing the study skills, critical reasoning, and habits of the mind that prepare students for college.
Third advantage Comment by Mary Rose: This section header originally was placed at the end of the preceding page. It is very awkward to end with a section header; thus, you should force a page break before it in order to move down a page without losing format. However, do not insert the page break until all your revising and editing is complete. Then, check throughout.
A final aspect of paying cash incentives to inspire high school students to score well on standardized tests is the benefits the program will yield to the economy. Students seeking funds for college will need to take advantage of loans offered by lenders. Student loans and grants provided by the federal government, along with angel investors and non-profit organizations, provide financial assistance to high-achieving students. It is safe to assume that by extending financial assistance to high school graduates to help them pay for college, these lenders and agencies shall receive positive publicity (Brown, 2015). This publicity will help the businesses to gain new and potential customers while allowing them to retain loyal customers; thereby yielding an increased consumer base and overall profit and revenue.
After college, graduates will acquire jobs and participate in the labor force. Some will have a need to purchase homes, cars, and obtain credit while other graduates may pursue entrepreneurship opportunities. These ventures will create a need for additional funding and financial assistance from lenders. Over time, and if the business becomes successful, there will be a need to hire additional employees, acquire additional equipment, supplies, and other resources required to grow the company. In the end, business to business relationships will be formed with commerce transactions taking place thereby stimulating the economy. New business relationships tend to attract talent who invent new products or implement new solutions for existing ideas (Brown, 2015). In addition, it is logical to conclude that when consumers patronize businesses, they are giving the money back to society because businesses must pay taxes. The monies are used for schools, police and fire departments, public roads, highways, and government assistance programs.
Conclusion Comment by Mary Rose: See comment 5
In summary, paying cash incentives to high school students to perform well on standardized tests results in positive benefits to students, teachers, and the entire educational system. Without a doubt, society benefits as a whole from the increase in the number of students who attend college and graduate. The result shows that investing in education expands job opportunities, boosts America’s competitiveness, and supports the kind of income mobility that is fundamental to a growing economy (Elberry & Martin, 2012). Despite the argument by critics that cash incentives are temporary remedies to the problem of low test scores, the overall results of an increase in the number of high school students that graduate seems to suggest that there can be more advantages than disadvantages to such a program. These graduates who received financial incentives proceed to furthering their education by attending college. Therefore, when these students obtain a higher education, the end result is the production of a well-educated workforce that is vital to the nation’s future economic growth.
First Disadvantage Comment by strayer: Here begins part 3
Although numerous advantages and benefits come from paying cash incentives to high school students to perform well on standardized tests, there are also possible disadvantages to consider. From a moral standpoint, encouraging students with cash incentives may send a message to some students that money should be the primary motivator for achieving good grades, not their natural desire to succeed. "The assumption seems to be that what works to train the family pet will also work to help children become engaged and proficient learners," wrote Alfie Kohn, a leading opponent of cash incentive programs (as cited in Ash, 2008). Such an attitude may lead some students may attend tutoring sessions to help them to do well on tests with the expectation of receiving cash as a temporary means of obtaining additional funds. Comment by strayer: Here is the thesis statement for part 3; note that it is all inclusive and introduces the topic of disadvantages. The paragraph moves right into the discussion of the first disadvantage, a moral problem.
Also, although cash incentives may change student behavior on a short-term basis, the incentives could damage student behavior on a long-term basis. High school graduates who decide to attend college may expect cash incentives as a continued motivator for doing well and completing college. Furthermore, paying students to perform well on standardized tests may be considered a form of bribery and will condition students to have unrealistic expectations. Finally, the ethical ramifications of students looking for cash as a sole motivator for performing well on test may lead to students falsifying tests documents, sharing with each other the answers to tests questions, and cheating during testing. Altogether, giving cash for grades leads to some moral and ethical challenges.
Second Disadvantage
Another possible disadvantage of awarding cash incentives to high school students for performing well on standardized tests involves long-term financing. Allocating funds to cover the cost of cash incentive programs may cost the government hundreds of millions of dollars over the next ten years. The cost of the APIP ranges from $100,000 to $200,000 per school per year, depending on the size of the school and its students’ propensity to take AP courses. The average cost per student in an AP class ranges from $100 to $300 (Jackson, 2008). The economic return to education may not justify such governmental spending if the number of high school students who do not pursue a college education increases, along with a rise in the number of college students who decide to drop out and pursue other avenues to obtain employment. Therefore, it is safe to assume that an increased number of adults entering the workforce, with no formal education, may cause adverse effects on long-run educational and labor market outcomes.
Third Disadvantage Comment by Mary Rose: See comment 5
Finally, diminishing students’ social well-being can be a possible disadvantage of paying cash incentives for performing well on standardized tests. To increase their chances of obtaining better scores, students attend tutoring sessions before and after school and devote long hours at home and on weekends to their studies. Doing so may interfere with students’ personal lives and consume most of their free time. More so, if students are employed part-time, their on-the-job performance can decline, and job duties can be neglected. One can also assume that the preparations required to ensure students perform well on standardized tests require them to have a vigorous school schedule. A vigorous schedule may give students minimal leisure time to enjoy family, friends, and extra-curricular activities. The results of such an active schedule can lead students to feeling overwhelmed, tired and fatigued.
Conclusion
Despite some disadvantages, paying cash incentives to high school students for performing well on standardized tests can prove to be a much-needed motivator for the educational system. Student, parent, and teacher behavior can be enhanced with programs that offer cash incentives as rewards because students develop the study skills, critical reasoning, and mental habits needed to prepare for college. In addition, educators receive additional training to develop quality teaching habits for motivating themselves and students during class. Equally important, the financial burdens of paying for AP classes are lifted from low-income parents, allowing their children equal opportunity to participate in APIP. The program inspires students and educators to strive for the best grades academically, which provides students with the opportunity to attend college. The economy will be stimulated through loans for college, and when students graduate, they acquire jobs and participate in the labor force.
To address the possible disadvantage of money being the primary academic motivator, educators can implement strategies to monitor student behavior during class, in tutoring sessions, and throughout the entire APIP or other program giving cash for grades. Also, government long-term financing can continue to be supported by contributions from businesses, financial institutions, and private investors. Nevertheless, educators can reiterate to students that the sole purpose of the APIP and other cash incentive programs is to prepare them for their future and not diminish their social well-being. Finally, parents can help students enjoy the program by helping them with developing a schedule to include downtime for relaxing and enjoy family and friends. Thus, the advantages of cash incentive programs rewarding students for good grades should have far more advantages than disadvantages for students, educators, and parents.
References
Anyaso, H. H. (2008). Program pays students for good grades. Crisis, 115(4), 9-19. Retrieved from Education Source database
Ash, K. (2008). Promises of money meant to heighten student motivation. Education Week, 27(23) 1-17. Retrieved from Academic Research Complete database
Brown, M. (2015). How Important Are Small Businesses to Local Economies? Retrieved from http://smallbusiness.chron.com/important-small-businesses-local-economies-5251.html
Cech, S. C. (2008). Tying cash awards to AP-exam scores seen as paying off. Education Week, 27(19) 6. Retrieved from Academic Search Complete database
Early Returns from Dallas: College AP test scores from Dallas. [Figure 1]. Retrieved from Jackson, 2008.
Elbery, J. & Martin, C. (2012). The Economic Case for Higher Education. Retrieved from http://www.treasury.gov/connect/blog/Pages/economics-of-higher-education.aspx
Ellwood, D. & Kane, T. (2000). Who is getting a college education? Family background and the growing gaps in enrollment. In S. Danziger & J. Waldfogel (Eds.), Securing the future: Investing in children from birth to college. New York, NY: Russell Sage Foundation.
Flannery, M. E. (2015). Cash for grades. Retrieved from http://www.nea.org/home/42011.htm
Jackson, K. C. (2008). Cash for test scores. Education Next, 8(4) 8. Retrieved from Eric database
Getting paid for a better future? (2013). Monthly Labor Review, 136(2) 30-31. Retrieved from Education Source database
Sparks, S. D. (2014). An age-old problem gets new attention. Education Week, Supplement. Retrieved from Academic Search Complete database
United States Census Bureau. (2014). Current Population Survey: 2010. Retrieved from htps://www.census.gov/
United States Department of Education. (2015). U.S. Department of Education Awards More Than $24.8 Million in Elementary and Secondary School Counseling Grants. Retrieved from https://www.ed.gov/news/press-releases/education-department-awards
ACT's Curriculum-Based Educational and Career. (2015). Retrieved from https://www.act.org/aap/index.html
Assignment 5/DETAILED INSTRUCTIONS.docx
English Assignment #5 *Assignment 5 instructions are attached. *Sample Assignment 5 provided by professor is attached. *Part 1/Part 2 MS word doc attached *Part 1/Part 2 PDF doc with comments attached *There is also a document to show how to reference illustrations in an essay. Things I need: 1. "Part 1/Part 2" MS Word document file needs revision with any comments that you will find in
"Part 1/Part 2" PDF file. 2. Creation of "Part 3".
Assignment 5/How to reference illustrations.docx
How to Cite Tables and Illustrations from another Source
Tables, graphs, and illustrations must have a function in your essay; they must add and/or explain information.
You must also refer to them in your essay. Each illustration must be labeled: Figure 1, Figure 2, and so forth. Make the text wrap around the illustration. Illustrations must also be captioned and cited: When wrapping is used, the text will fill in the excess white area around the illustration, thus giving you a better looking page.
You can wrap the text by putting your information around the text. Use the wrap-text and position commands in picture tools.
As always, you have to play with the results to make sure that you have made the best choices.
Figure 1: Population of Atlanta (Retrieved
from http://www.googleimages.com)
Reference Page
The manner in which you cite a graph depends on the type of source. The two most common sources are books and websites. When citing a graph from a book on the reference page, use this format:
Author. (Publication Date). Title of graph, chart, or table [graph]. In author or editor of work, Title of work. Place of Publication: Publisher.
If the graph was found online, cite it like this:
Author. (Publication Date). Title of graph, chart, or table [graph]. Title of website. Retrieved from URL.
Italicize both the title of the book and website. If your graph does not have a title, replace this section with a brief description of the item, and place this inside brackets.
In-Text Citation
When citing a graph in the text, place the citation in the body of your paper directly under the graph. For example, cite a graph found in a book as follows: Note. From Name of Book (in italics) p. number, by Author, Year, Publishing Information. List a journal citation as: Note. From "Article name" by Author, Year, Journal Name (italics), Volume number (italics)(Issue number), p. number.
Resources for APA Style and Documentation
1. Maimon, E., Peritz, J., & Yancey, K. (2012). A writer’s resource: A handbook for writing and research: (4th. ed.). New York, NY: McGraw-Hill. Tabs 5 and 7
2. References tab in MSWord: select APA 6th ed.
3. https://owl.english.purdue.edu
4. www.noodletools.com
5. www.perrla.com
Assignment 5/Part 1 & 2 with comments.pdf
Running head: ADOLESCENT SEX OFFENDERS 1
Adolescent Sex Offenders
Michelle Kendrick
Dr. Kasaire
Research & Writing
February 28, 2016
good
ADOLESCENT SEX OFFENDERS 2
Adolescent Sex Offenders
Sex offender registration laws exist to protect minors. However, current regulations do
not discriminate between age groups. A 10-year-old who takes naked pictures and text those to a
girlfriend, or a girl who flashes her breast to her boyfriend in public are considered sex offenders.
These laws have no restrictions on age and often cause more embarrassment and harassment
rather than good when aimed toward juveniles. The topic was chosen because of the adverse
effects it can have on a child who commits a sex crime. Also, there is interest in finding out if
young people labeled sex offenders should be granted a second chance to live a normal life.
Consequently, since juvenile sexual offenders face problems such as penalization as adults and
harassment in society, juvenile sex offender registration laws for first time offenders should be
revised because youths are exploring life, often looking for acceptance from their peers, and are
not aware of the implications of sex offenses.
The Past and the Present
A sex offender is a person who has committed a crime involving some kind of sexual
behavior. These crimes differ depending on the State; however, are generally classified by into
categories such as sex trafficking, sexual assault among others. It seems to be the majority of the
crimes the public often hears about are those of sexual nature. Conversely, some offenders
violate laws, not only of sexual nature, but offenses that fall in a sexual classification (Office of
the Attorney General, California, 2001). Sexual offenses are therefore diverse in nature.
Sexual misbehavior has been prevalent among mankind for centuries. Bestiality was
established in the pre-historic era and was part of Greek mythologies and folklores, such as The
Dream and the fisherman’s Wife. It was established that some 4,000 years ago, the cities of
Sodom and Gomorrah were famous for depravity. Pedophilia was apparently among the region’s
do not bold your title
SUBJECT VERB AGREEMENT error
no comma SUBJECT VERB AGREEMENT error a sex offender.
You are writing the formal introduction to the paper, not the proposal
Remember that the introduction here is to the entire paper; it should interest the reader, not propose a topic to the reader.
do not capitalize misuse of semicolon; poor sentence structure
you need documentation
faulty sentence structure; does not make sense
General statements that lack documented support.
ADOLESCENT SEX OFFENDERS 3
many vices. The sexual desire of the men in the city of Sodom and Gomorrah was so strong they
wanted to rape the unknown guests that stayed with Lot.
Sexual offenses have continued to exist throughout history to date. According to
Finkelhor, Ormrod and Chaffin (2009), “research on juvenile sex offenders goes back more than
50 years.” This group makes up approximately 30 percent of sex offenders, which amounted to
about 89,000 in 2009 across the nation and more than 26,000 currently in Georgia (Finkelhor,
Ormrod &Chaffin, 2009). Sexual crimes have become so rampant today laws have been enacted
to discourage criminals from harming or exploiting others and to protect children and vulnerable
adults. Since 1996, convicted offenders have been required to register annually in the state of
Georgia. Upon registration, photographs, fingerprinting, physical description, place of
employment, the crime and date convicted, prison release date, and parole information are
collected (Klaas Kids, 2015, para1.). The registration is meant to prevent repetitive sexual
offense behavior.
Existing Problems
Penalization as Adults
There are many problems that exist within the realm of sexual offense laws and
regulations. Oftentimes, pedophiles or predators are visualized as adults who commit an offense
with a minor; however, it is vital to understand that a considerable number of minors have
committed crimes with other minors. Most would agree that minors do not fit the same image as
an adult predator, but it is still a crime punishable by law Georgia (Finkelhor, Ormrod &Chaffin,
2009 para. 1). First, there is the problem of minors who commit sex offenses being penalized as
adults. Children strive to fit in with their peers. Raging hormones tend to create sexual curiosity
between the sexes. Unpopularity is certainly not a quality that youths are comfortable with. As
this is a very short period of time
comma
Concentrate on history of laws, not existence of sexual offenses; such offenses are not the same for every culture at every time.
Begin with the legal situation; do not generalize. When were laws established? How have they changed?
most what?
PRONOUN error: what? space
transition needed
ADOLESCENT SEX OFFENDERS 4
a matter of fact, bullying may result in a youth being unpopular. As a result, a young girl with
low self-esteem may send nude pictures of herself to gain the attention of her peers. A young boy
with a lack of confidence may “sext”-text message with sexual connotation. Although there has
not been any physical contact, these criminal acts are punishable by law. For example, Evan
exposed his genitals to a group of females in an Oklahoma high school. He was arrested for
indecent exposure. After his release from jail, he was required to register as a sex offender for
10 years (England, 2016, para. 15). Some states require lifelong registration for offenders
despite the age of convicted felons. Many deem these laws unfair for minors due to immaturity
and inability of making sound and clear judgment.
Harassment in Society
Another problem that exists with registering juveniles as sex offenders involves the social
aspect. Not only will registries exist forever but also they are publicly available for employers,
neighbors, and anybody to see. Even if the offender fully complies with officials as well as
exhibits complete signs of remorse and rehabilitation, the length of time for registration will not
be reduced. Therefore, the duration of the offender’s life can be seriously affected in all aspects.
There are multiple issues that an offender confronts besides the registration process and finding
suitable employment. Naturally, humans become afraid or uncomfortable around those who are
labeled as pedophiles. At times, they are harassed by neighbors while petitioning for an eviction,
threatened, and often physically attacked. Evan, mentioned earlier, had experienced some of this
persecution. He took his life one month before his 20th birthday (England, 2016, para. 15). The
registration and consequent harassment experienced in the society weighs down upon an
individual.
s
many what? because of their
to use
comma
who are
ADOLESCENT SEX OFFENDERS 5
Recidivism Rates
Thirdly, there is the problem of possibility of recidivism rates soaring because of the kind
of grim life young sex offenders are experiencing as a result of their actions. Recidivism is a
tendency to relapse into a previous mode of behavior, especially when it deals with criminal
behavior. Sex offenders will undergo a series of psychology testing after imprisonment to
examine their thoughts and to determine if they are fit for society. Recidivism may be attributed
to inconsistencies with staff involvement during rehabilitation (Frederick, 1999). Youths need
regular monitoring to guide them in positive direction. According to Frederick (1999), “lack of
long-term support systems to carry youths successfully in to adulthood” cease to exist (Frederick,
1999, para 7). The absence of program continuity in transition from confinement to aftercare can
be rather difficult to handle.
Conclusion
In summary, the problems that exist among youths registered as sex offenders should
encourage government to consider changing laws to be more suitable for minors. Several states
charge minors convicted with sexual assault related crimes enforcing registration as a sex
offender just the same as adults. Because of this, many minors have experienced opposition,
receiving criticism, harassment on the job, and other mistreatments. Recidivism rates have
continued to rise because of a lack of supervision, guidance, and a promoting of self-worth
(Frederick, 1999). As a result, some have not been able to handle this persecution and take their
own lives. Although youths can succumb to criminal acts and receive similar penalties as adults,
there are practical resolutions to combat the problems that come along with minors registering as
sex offenders.
psychological
transition needed
Good section, Michelle.
confusing sentence
transition needed
well done, Michelle
ADOLESCENT SEX OFFENDERS 6
Solution
Based on the analysis of the problem above, it is evident adolescents need to be protected
in case of prosecution from sexual assault related cases. A viable proposal in this case would
involve the revision of existing laws. In particular, there needs to be clear line of difference
between first time offenders and those who repeat the offence. Such an approach would aid in
preventing a recurrence due to fear of more intense punishment while at the same time ensuring
adolescents who may be less aware of the gravity of their actions at the time of committing the
offense can be warned and allowed to reform. Registration of offenders should be limited to
adults from which minors need be exempted. As seen above, registration leads to feelings of
guilt not to mention the harassment that could result in minors committing suicide (England,
2016, para. 15). Considering the length of time the registration lasts, up to ten years in some
cases, registration for minors implies their opportunities for success in life are limited. They are
marked by their peers as well as employees and lose the self confidence that would enable them
confidently exist in society as a result of an offense they may have been little aware of when it
was committed.
First Advantage
Revision of the existing laws to distinguish punishment for adults and adolescents
ensuring registration of offenders are limited to adults will have a number of advantages. The
first advantage is the social advantage. Unlike in the case of Evan, adolescents will be able to go
through life without the fear of being shunned by peers and society in general. Such will give
them the opportunity to experience friendship as well as transitions of life including graduation
from school, employment, dating and even marriage with little reference always occasionally
being made to a sexual offense they may have innocently committed years back. It is noted that
ADOLESCENT SEX OFFENDERS 7
most offenders tend to dislike registration and would opt for a jail term without the registration
option if it was offered as a substitute. Society tends to shun them in spite of having reformed
and classified level one offender implying they are less likely to commit the act again. Pittman
says that placing child sex offenders on a public registry can cause a lot more harm than the
intended good. Also, while he admits his action was wrong, Gonda wonders why 15 years later,
he is still being shunned by the society for an act he had already been punished for. He is unable
to make friends and even his daughter is affected as she cannot play with the other children
(Farley, 2016). Revising the laws to remove registration for first time offenders including
adolescents would be able to protect him from this social isolation.
Second Advantage
Another advantage of revision of the law is that it will promote equitable practice in
society by ensuring the rights of adolescent sex offenders are guaranteed. According to the
human rights watch, the laws need to be reformed as they go against the basic rights of former
offenders (Human Rights Watch, 2007). More specifically, there is the basic right to privacy
which is denied when registration puts their names and crime out for public viewing. The
adolescent offenders thus become an attraction for public scrutiny and cannot go through life
without the fear of being picked out in a crowd as a sex offender. This is especially devastating
for children. There is furthermore the tendency of states to keep track of the appearances of these
offenders for years. It is noted that registration keeps track of all offenders regardless of the
nature or future threats to the children. The fact that anyone can have unrestricted access to
online sex offender registries poses the risk that individuals can respond to the information in
irresponsible as well as unlawful ways. There is therefore the security risk. Other than these, the
right to education is also limited as individuals fear going to school because they will be shunned
ADOLESCENT SEX OFFENDERS 8
by others. Additionally, the right to employment is denied when employers tend to derive all
sorts of excuse to avoid employing a former sex offender, as they are considered dangerous.
Revising the laws to remove registration for first time offenders including adolescents would
ensure such rights are protected.
Third Advantage
Revising the laws to protect minors will further minimize recidivism rates. Adolescents
are more likely to relapse back to sexual assault behavior if they constantly stay in isolation and
the constant reminder that they are sexual offenders. The stigma associated with registration as
offenders leads these adolescent to struggle with emotions in isolation. The fact that society does
not welcome them back makes it hard to heal from the memories of whatever they may have
done. Consequently, the adolescent offenders may deem themselves as bad as society rates them
and thus relapse back to in appropriate sexual behavior. On the other hand, failure to register
these adolescents as offenders will give them the opportunity to heal through the interaction with
others as normal individuals. Moreover, although registration laws were intended to minimize
cases of sexual abuse, the fact that it does little to prevent recidivism does not contribute to this
minimization.
Conclusion
While it is necessary that all sexual offenders be punished, adolescent sexual offenders
need to be exempted from some of these modes of punishment. More specifically, laws requiring
registration should be edited so as to exempt adolescents. The advantages of these include the
fact that it enables the individuals to go through life as normal social human beings. It also
ensures equitable practice by protecting the basic human rights of adolescent offenders. Finally,
it will also contribute to the minimization of recidivism rates. It is important to also note that
ADOLESCENT SEX OFFENDERS 9
registering adolescents for life tends to destroy their entire life. Such happens with little
consideration of the nature of the offense which could range from stripping in public to sending a
nude image to rape. The society should further be considerate that individuals do change and
thus not shun adolescent sex offenders for eternity.
Assignment 5/Part 1 & 2.docx
Running head: ADOLESCENT SEX OFFENDERS 1
ADOLESCENT SEX OFFENDERS 2
Adolescent Sex Offenders
Michelle Kendrick
Dr. Kasaire
Research & Writing
February 28, 2016
Adolescent Sex Offenders
Sex offender registration laws exist to protect minors. However, current regulations do
not discriminate between age groups. A 10-year-old who takes naked pictures and text those to a girlfriend, or a girl who flashes her breast to her boyfriend in public are considered sex offenders. These laws have no restrictions on age and often cause more embarrassment and harassment rather than good when aimed toward juveniles. The topic was chosen because of the adverse effects it can have on a child who commits a sex crime. Also, there is interest in finding out if young people labeled sex offenders should be granted a second chance to live a normal life. Consequently, since juvenile sexual offenders face problems such as penalization as adults and harassment in society, juvenile sex offender registration laws for first time offenders should be revised because youths are exploring life, often looking for acceptance from their peers, and are not aware of the implications of sex offenses.
The Past and the Present
A sex offender is a person who has committed a crime involving some kind of sexual behavior. These crimes differ depending on the State; however, are generally classified by into categories such as sex trafficking, sexual assault among others. It seems to be the majority of the crimes the public often hears about are those of sexual nature. Conversely, some offenders violate laws, not only of sexual nature, but offenses that fall in a sexual classification (Office of the Attorney General, California, 2001). Sexual offenses are therefore diverse in nature.
Sexual misbehavior has been prevalent among mankind for centuries. Bestiality was established in the pre-historic era and was part of Greek mythologies and folklores, such as The Dream and the fisherman’s Wife. It was established that some 4,000 years ago, the cities of Sodom and Gomorrah were famous for depravity. Pedophilia was apparently among the region’s many vices. The sexual desire of the men in the city of Sodom and Gomorrah was so strong they wanted to rape the unknown guests that stayed with Lot.
Sexual offenses have continued to exist throughout history to date. According to Finkelhor, Ormrod and Chaffin (2009), “research on juvenile sex offenders goes back more than 50 years.” This group makes up approximately 30 percent of sex offenders, which amounted to about 89,000 in 2009 across the nation and more than 26,000 currently in Georgia (Finkelhor, Ormrod &Chaffin, 2009). Sexual crimes have become so rampant today laws have been enacted to discourage criminals from harming or exploiting others and to protect children and vulnerable adults. Since 1996, convicted offenders have been required to register annually in the state of Georgia. Upon registration, photographs, fingerprinting, physical description, place of employment, the crime and date convicted, prison release date, and parole information are collected (Klaas Kids, 2015, para1.). The registration is meant to prevent repetitive sexual offense behavior.
Existing Problems
Penalization as Adults
There are many problems that exist within the realm of sexual offense laws and regulations. Oftentimes, pedophiles or predators are visualized as adults who commit an offense with a minor; however, it is vital to understand that a considerable number of minors have committed crimes with other minors. Most would agree that minors do not fit the same image as an adult predator, but it is still a crime punishable by law Georgia (Finkelhor, Ormrod &Chaffin, 2009 para. 1). First, there is the problem of minors who commit sex offenses being penalized as adults. Children strive to fit in with their peers. Raging hormones tend to create sexual curiosity between the sexes. Unpopularity is certainly not a quality that youths are comfortable with. As a matter of fact, bullying may result in a youth being unpopular. As a result, a young girl with low self-esteem may send nude pictures of herself to gain the attention of her peers. A young boy with a lack of confidence may “sext”-text message with sexual connotation. Although there has not been any physical contact, these criminal acts are punishable by law. For example, Evan exposed his genitals to a group of females in an Oklahoma high school. He was arrested for indecent exposure. After his release from jail, he was required to register as a sex offender for 10 years (England, 2016, para. 15). Some states require lifelong registration for offenders despite the age of convicted felons. Many deem these laws unfair for minors due to immaturity and inability of making sound and clear judgment.
Harassment in Society
Another problem that exists with registering juveniles as sex offenders involves the social aspect. Not only will registries exist forever but also they are publicly available for employers, neighbors, and anybody to see. Even if the offender fully complies with officials as well as exhibits complete signs of remorse and rehabilitation, the length of time for registration will not be reduced. Therefore, the duration of the offender’s life can be seriously affected in all aspects. There are multiple issues that an offender confronts besides the registration process and finding suitable employment. Naturally, humans become afraid or uncomfortable around those who are labeled as pedophiles. At times, they are harassed by neighbors while petitioning for an eviction, threatened, and often physically attacked. Evan, mentioned earlier, had experienced some of this persecution. He took his life one month before his 20th birthday (England, 2016, para. 15). The registration and consequent harassment experienced in the society weighs down upon an individual.
Recidivism Rates
Thirdly, there is the problem of possibility of recidivism rates soaring because of the kind of grim life young sex offenders are experiencing as a result of their actions. Recidivism is a tendency to relapse into a previous mode of behavior, especially when it deals with criminal behavior. Sex offenders will undergo a series of psychology testing after imprisonment to examine their thoughts and to determine if they are fit for society. Recidivism may be attributed to inconsistencies with staff involvement during rehabilitation (Frederick, 1999). Youths need regular monitoring to guide them in positive direction. According to Frederick (1999), “lack of long-term support systems to carry youths successfully in to adulthood” cease to exist (Frederick, 1999, para 7). The absence of program continuity in transition from confinement to aftercare can be rather difficult to handle.
Conclusion
In summary, the problems that exist among youths registered as sex offenders should encourage government to consider changing laws to be more suitable for minors. Several states charge minors convicted with sexual assault related crimes enforcing registration as a sex offender just the same as adults. Because of this, many minors have experienced opposition, receiving criticism, harassment on the job, and other mistreatments. Recidivism rates have continued to rise because of a lack of supervision, guidance, and a promoting of self-worth (Frederick, 1999). As a result, some have not been able to handle this persecution and take their own lives. Although youths can succumb to criminal acts and receive similar penalties as adults, there are practical resolutions to combat the problems that come along with minors registering as sex offenders.
Solution
Based on the analysis of the problem above, it is evident adolescents need to be protected in case of prosecution from sexual assault related cases. A viable proposal in this case would involve the revision of existing laws. In particular, there needs to be clear line of difference between first time offenders and those who repeat the offence. Such an approach would aid in preventing a recurrence due to fear of more intense punishment while at the same time ensuring adolescents who may be less aware of the gravity of their actions at the time of committing the offense can be warned and allowed to reform. Registration of offenders should be limited to adults from which minors need be exempted. As seen above, registration leads to feelings of guilt not to mention the harassment that could result in minors committing suicide (England, 2016, para. 15). Considering the length of time the registration lasts, up to ten years in some cases, registration for minors implies their opportunities for success in life are limited. They are marked by their peers as well as employees and lose the self confidence that would enable them confidently exist in society as a result of an offense they may have been little aware of when it was committed.
First Advantage
Revision of the existing laws to distinguish punishment for adults and adolescents ensuring registration of offenders are limited to adults will have a number of advantages. The first advantage is the social advantage. Unlike in the case of Evan, adolescents will be able to go through life without the fear of being shunned by peers and society in general. Such will give them the opportunity to experience friendship as well as transitions of life including graduation from school, employment, dating and even marriage with little reference always occasionally being made to a sexual offense they may have innocently committed years back. It is noted that most offenders tend to dislike registration and would opt for a jail term without the registration option if it was offered as a substitute. Society tends to shun them in spite of having reformed and classified level one offender implying they are less likely to commit the act again. Pittman says that placing child sex offenders on a public registry can cause a lot more harm than the intended good. Also, while he admits his action was wrong, Gonda wonders why 15 years later, he is still being shunned by the society for an act he had already been punished for. He is unable to make friends and even his daughter is affected as she cannot play with the other children (Farley, 2016). Revising the laws to remove registration for first time offenders including adolescents would be able to protect him from this social isolation.
Second Advantage
Another advantage of revision of the law is that it will promote equitable practice in society by ensuring the rights of adolescent sex offenders are guaranteed. According to the human rights watch, the laws need to be reformed as they go against the basic rights of former offenders (Human Rights Watch, 2007). More specifically, there is the basic right to privacy which is denied when registration puts their names and crime out for public viewing. The adolescent offenders thus become an attraction for public scrutiny and cannot go through life without the fear of being picked out in a crowd as a sex offender. This is especially devastating for children. There is furthermore the tendency of states to keep track of the appearances of these offenders for years. It is noted that registration keeps track of all offenders regardless of the nature or future threats to the children. The fact that anyone can have unrestricted access to online sex offender registries poses the risk that individuals can respond to the information in irresponsible as well as unlawful ways. There is therefore the security risk. Other than these, the right to education is also limited as individuals fear going to school because they will be shunned by others. Additionally, the right to employment is denied when employers tend to derive all sorts of excuse to avoid employing a former sex offender, as they are considered dangerous. Revising the laws to remove registration for first time offenders including adolescents would ensure such rights are protected.
Third Advantage
Revising the laws to protect minors will further minimize recidivism rates. Adolescents are more likely to relapse back to sexual assault behavior if they constantly stay in isolation and the constant reminder that they are sexual offenders. The stigma associated with registration as offenders leads these adolescent to struggle with emotions in isolation. The fact that society does not welcome them back makes it hard to heal from the memories of whatever they may have done. Consequently, the adolescent offenders may deem themselves as bad as society rates them and thus relapse back to in appropriate sexual behavior. On the other hand, failure to register these adolescents as offenders will give them the opportunity to heal through the interaction with others as normal individuals. Moreover, although registration laws were intended to minimize cases of sexual abuse, the fact that it does little to prevent recidivism does not contribute to this minimization.
Conclusion
References
England, D. (2016). State sex offender registration. Retrieved from http://www.criminaldefenselawyer.com/resources/state-sex-offender-registration.htm
Farley, J. (2016). Should All Convicted Sex Offenders Be Required to Register? Retrieved from http://www.kitsapsun.com/news/local/should-all-convicted-sex-offenders-be-required-to-register-ep-419096868-357401281.html
Finkelhor, D., Ormrod, R., & Chaffin, M. (2009, December). Juveniles who commit sex offenses against minors. Retrieved from https://www.ncjrs.gov/pdffiles1/ojjdp/227763.pdf
Frederick, B. (1999). Factors contributing to recidivism among youth placed with the New York State Division for Youth. Retrieved from http://criminaljustice.state.ny.us/crimnet/ojsa/dfy/dfy_research_report.pdf
Human Rights Watch. (2007). US: Sex Offender Laws May Do More Harm Than Good | Human Rights Watch. Retrieved from https://www.hrw.org/news/2007/09/11/us-sex-offender-laws-may-do-more-harm-good
Klaas Kids Foundation. (2015). Megan’s Law | klaaskids.org. Retrieved from http://klaaskids.org/megans-law/
Office of the Attorney General. (n.d.). Sex Offender Registration - Megan's Law - California Dept. of Justice - Office of the Attorney General. Retrieved from http://meganslaw.ca.gov/sexreg.htm
