cj research p2
As described in the Syllabus, students will complete a supplemental assignment designed to assess the familiarity and ability to appropriately cite resources in the American Psychological Association (APA) format. Several suggested resources have been provided to you in the course Syllabus, one of which is a free online resource that students should reference to successfully complete this assignment.
Students must select a total of at least ten (10) resources and generate a References page that would be found at the end of your Final Research Proposal. Remember, there is a certain format to APA references. Therefore, it is recommended, but not required, that these ten (10) resources be those that you plan to use in your Final Research Proposal. Highlight your resources according to the colors indicated below:
- Five (5) of these resources MUST BE scholarly, peer-reviewed journal articles.
- One (1) resource must be an anthology (similar to a textbook containing a collection of articles reviewed by editors).
- One (1) resource must be a reliable criminal justice website that contains research or criminal justice related information/statistics.
- One (1) resource must be a criminal justice related book.
- Two (2) resources may be chosen by the student.
The References page should be properly formatted, to include the page heading, proper spacing, indentation, italicization, etc.
Each resource is worth 10 points, for a total of 100 points. Points will be determined based on proper formatting.
This assignment is worth 10% of your Final Grade.
DBpapers
Collaborate Summary Rubric
| Criteria | 0 Points – Unacceptable | 1 Point – Needs Improvement | 2 Points – Satisfactory | 3 Points – Exemplary | ||||||||
| Content of Summary | Did not provide summary | Summary provided less than acceptable evidence that session recording was watched in its entirety. | Summary provided satisfactory evidence that session recording was watched in its entirety. | Summary proved the student watched and paid attention to the entire session recording. | ||||||||
| Presentation | Summary not presented in essay form (e.g. bullet lists) | Summary provided in essay form, but did not meet 2 page, double spaced, in 11 or 12 point font requirement, or summary was not submitted through Blackboard or not composed in Microsoft Word. | Summary met 2 page, double spaced, in 11 or 12 point font requirement. Submitted through the assignment link and composed in Microsoft Word. | |||||||||
| Clarity & Mechanics | Did not provide summary | Summary presented in an unorganized or somewhat unorganized manner, with some clarity and/or grammatical or spelling errors. | Summary presented in an organized manner with minor clarity and grammatical or spelling errors. | Summary presented in a clear, concise manner and formatted in an easy to read style with no grammatical or spelling errors. | ||||||||
| Total # of Possible Points: 9 |
Discussion Board Rubric
| 3 Points – Excellent | ||||
| Initial Posting Timing & Relevance | Zero posts or does not meet instructor timeline and requirements. | Superficial thought. Adressed limited aspects relevant to the prompt and does not demonstrate understaning of key concepts. Met partial elements of instructor timeline and requirements |
Thoughts were well developed and addressed basic aspects relevant to the prompt and demonstrated base knowledge of concepts. Mostly met instructor timeline and requirements. |
Thoughts were well developed and fully addressed all aspects relevant to the prompt. Demonstrated excellent integration of key comcepts. Met or exceeded instructor timeline and requirements. |
| Reply Postings Timeline & Relevance | Zero replies, or replies not relevant to discussion topics | Replies were limited in relevance or did not enrich discussion (e.g. agrees or disagrees) or met partial elements of instructor timeline and requirements. | Elaborated on posts with further comment or observation, relevant to topic. Mostly met instructor timeline and requirements. | Demonstrated analysis of others’ posts, included meaningful comments. Offered thoughtful insight. Met or exceeded instructor timeline and requirements. |
| Clarity & Mechanics & Reference | Zero posts, or posted unorganized content that may contain multiple grammatical or spelling errors or may be inappropriate. Did not meet instructor requirements for references and citations. | Communicated in a somewhat unorganized manner, with some errors in clarity and/or grammatical or spelling errors. Partically met instructor requirements for references and citations. | Communicated and contributed valuable information with minor errors in clarity and/or grammatical or spelling errors. Mostly met instructor requirements for references and citations. | Communicated and contributed to discussions with clear, concise comments formatted in an easy to read style with no grammatical or spelling errors. Met or exceeded instructor requirements for references and citations. |
Writing Assignment Rubric
| Clarity of Expression | The writer is unable to express ideas in a way in which the reader can understand the concepts or ideas. There is no clear thread from one idea to the next. | The writer expresses ideas in a disjointed fashion making it difficult for the reader to ascertain the communication of thoughts and concepts. | The writer expresses ideas in a normal voice that requires some effort on the part of the reader to connect ideas with concepts. | The writer expresses ideas in a normal voice that allows a smooth reading and clear communication of those ideas. The ideas are written in such a way that they can be understood easily without excessive struggle on the part of the reader. |
| Logical Organization of Ideas | Essay does not contain an introductory paragraph and suffers from a lack of a thesis. There is no central direction to the paper and paragraphs do not flow logically into the next. | Essay is missing several key components to an introductory paragraph and the thesis is undeveloped. The direction of the paper is unclear and each paragraph has difficulty flowing into the next. | Essay contains most elements of an introductory paragraph and somewhat identifies the thesis of the paper, maintaining a sense of interest with the reader. There are elements of a direction, though they may not always be clear. Most paragraphs flow logically into the next. | Essay contains an introductory paragraph that clearly identifies the thesis of the entire paper, engaging the reader to continue reading. The reader has a sense of the writer’s direction throughout the essay and each paragraph flows logically into the next. |
| Amplification & Detail | Essay contains very few to no developed ideas or supporting details. The reader cannot ascertain the answers to the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” | Essay is lacking developed ideas and supporting details. Very few examples are provided to support detail. The reader is left to wonder about the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” | Most ideas are developed and provide enough supporting detail to render conclusions. Details include some examples, allusions, statistics, citations, or paraphrases. Most of the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” | The writer is able to develop the ideas of the essay fully and provides adequate supporting detail. Details include examples, allusions, statistics, citations, paraphrases and more. The writer has answered the underlying questions such as “what,” “what if,” “why not,” “how,” and “why?” |
| Critical Thinking | The writer has no clear perspective and is unable to consider alternative perspectives. Lacking these perspectives, there is no conclusion to be drawn or examples provided to express the importance of the point the writer is trying to make. | The writer is not able to analyze the subject from a particular perspective, lacks other perspectives that could otherwise help connect with their conclusions. Very few examples are provided to express the importance of the point the writer is trying to make. | The writer demonstrates the ability to analyze the subject from one particular perspective while somewhat incorporating others, identifies the main issue at stake and can connect their conclusion to the central theme of the paper. Some examples are provided expressing the importance of the point the writer is trying to make. | The writer demonstrates the ability to analyze a subject from different perspectives, identify what is at stake in each, and connect their conclusions to the central theme of the paper. It is not sufficient to present examples without making clear the importance of these examples and how they advance the point the writer is trying to make. |
| Effective Use of Research Techniques Where Appropriate | The writer is unable to select appropriate material from references or provides no references from which they derive their ideas. There is a clear disconnect between the writer and the use of APA documentation style. | The writer exhibits some struggle with selecting appropriate material from references to support their ideas. Very few references are utilized and the integration of this material is limited. The writer expresses a limited understanding of the correct use of APA documentation style. | The writer exhibits some familiarity to select mostly appropriate materials from references to support their ideas. Similar references are utilized to integrate material from reference to support their ideas and an understanding in the correct use of APA style documentation is evident. | The writer exhibits the ability to select appropriate material from references to support their ideas. They use a variety of references, integrating the source material from reference to support their ideas and demonstrate consistent and correct use of APA documentation style. |
| Effective Use of Language & Direction | The writer does not use vocabulary that is suitable to the subject as well as the audience (i.e. text speak). The words are not utilized accurately or effectively. | The writer struggles with the proper application of vocabulary that may not necessarily be suitable to the subject or audience. The words struggle to be utilized accurately and effectively. | The writer uses adequate vocabulary that mostly addresses the subject as well as the audience. The words are mostly utilized accurately and effectively. | The writer uses vocabulary that is suitable to the subject as well as the audience. The words are utilized accurately and effectively. |
| Mechanics & Usage | The writer is unable to utilize proper mechanics. Additionally, the writer is unable to express clear usage. Errors cause extreme interference with the reading of the text. | The writer struggles to utilize proper mechanics. Additionally, the writer struggles with correct usage. There are several errors that interfere with the reading of the text. | Mechanics are mostly correct, including the standard conventions of spelling, capitalization, etc. Usage is mostly correct, including verb-tense agreement, noun-pronoun agreement, run-on sentences, etc. Some errors interfere with the reading of the text. | Mechanics include the standard conventions of spelling, capitalization, punctuation and correct paragraph indentation. Usage involves verb tense, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on sentences and sentence fragments. Occasional errors that do not interfere with the reading of the text may be considered acceptable. |
| Total # of Possible Points: 21 |