YOUTH, CRIME, LAW AND JUSTICE
CLJ 321
Dr. Dean Adams
RESPONSE PAPER GUIDELINES:
The success of this class depends on everyone doing the reading before class and coming to the discussion boards prepared to discuss it. As you read, you may want to jot down questions that you have and points that you think are interesting, surprising, confusing, or important take home messages.
To facilitate your critical thinking and writing skills, you will write and submit six (6) response papers throughout the semester that summarize and react to the total assigned readings (see syllabus and weekly content).
The summaries must be submitted (via Blackboard) by the deadline specified in the syllabus and weekly content.
Each paper should contain the following:
Brief summary of EACH reading: In 1-2 paragraphs, tell me each text’s main points. If you are unsure of precisely what the author is saying in each piece, then talk me through what you do understand (and ask your questions!). You must demonstrate that you have read and thought about the articles/chapters. Providing examples from the text is a good strategy. This should be a concise summary of what the author is saying (not in the first page, but main argument). Tips:
Focus on MAIN argument (often related to the “W”s: Who, When, What, Why)
Do not focus solely on what the author said in the first 2 pages of the reading, that makes it impossible for me to know if you read the article in its entirety
Are there specific sections or arguments that really hit home or alternatively that you disagree with? Provide as much specificity and examples as possible.
Be sure to provide evidence from the assigned text. Using specific quotes from the text is desirable and encouraged (just make sure you use proper citation)
The lecture covers the readings, so make sure you watch the lecture/session or PTT before submitting. If using materials from the lecture, cite it (Adams, lecture name/topic, date)
The Thesis/Synthesis statement/reflection: Each response paper should have a thesis statement, which presents an argument or a point of view in relation to the issue the article/s has brought forth for you AS A GROUP. For example:
Think about any new or interesting insights the readings gave you as a whole- what was the focus in the last few weeks?
How are the readings connected? Do some authors disagree with each other? What are some points of continuity and some points of contention? Do they all focus on the same thing or is one lacking in an area that the other ones focus on?
Relate it to other materials we have read in class or a film we have watched or your own experiences outside of class- such as your work, family, or other classes.
Format and structure:
Papers should be about 4 -6 well-written pages (around 1000 – 1500 words), carefully edited, double-spaced with 11 or 12-pt. font, 1” margins.
Papers should begin with a clear introductory paragraph summarizing your topic or the aims and ambitions of your paper and your overall thesis. The body of the paper should be comprised of summaries of each reading and then a response/synthesis of all the readings for this time period. The paper should have a clear concluding paragraph where you restate your thesis, raise any questions or state what you learned from doing this paper.
Provide examples but do not overuse quotes – if a quote is used, citation must be provided (APA: “things are not like they used to be” (Jones, 2001, p. 119).
APA citation Style preferred. Use the Purdue Owl Citation Style Chart to help with your citations:
https://owl.purdue.edu/owl/research_and_citation/using_research/citation_style_chart.html
You must cite all sources used, otherwise your paper will be considered plagiarized.
You can write in first-person (you can use I, but do not abuse it-maintain an academic tone).
RESPONSE PAPER GRADING RUBRIC
Criteria
Excelling
Emerging
Discovering
Developing
Beginning
9-10 pts.
8-8.9 pts.
7-7.9 pts.
6-6.9 pts.
0-5.9 pts.
Level of engagement/ Depth
40%
Main points summarized well for each reading; Sufficient evidence from the readings provided (quotes, examples) to support summary of main points; Evidence provided that the texts were engaged with in full (not merely mentioned or skimmed).
Main points summarized well for each reading but not much evidence from the readings (quotes, examples) was used to demonstrate full engagement with the material.
Main points summarized well for some readings but not others; evidence from the readings provided (quotes, examples) to support summary of main points but could be improved; texts were merely mentioned but not engaged with in full.
Main points not summarized well for each reading; Insufficient evidence from the readings provided; texts were merely mentioned but not engaged with in full.
Assignment not completed; lacks depth of reading; engagement is on surface level only.
Number of readings and connections between readings
25%
Great connections made between key concepts or readings;
summarized ALL readings for this time period
Good connections made between key concepts’ readings;
Summarized all readings but not equally well
Some readings identified but not discussed at depth;
Discussed some readings but not all
connections between readings are unclear;
Discussed only one reading
No connections made between readings;
Did not discuss all readings
Creativity and presentation of material
30%
Is engaging; Well planned and organized, cohesive and coherent;
uses quotations effectively; written work has no spelling or grammar errors.
Is engaging; Well planned and organized, cohesive and coherent but could improve;
uses quotations appropriately;
has some spelling or grammar errors.
Somewhat clear; planning is apparent but could be improved; response is cohesive but could be improved; Uses quotations effectively most of the time; spelling or grammatical errors present;
Mostly unclear; planning is somewhat apparent; response lacks cohesion or coherence; Uses quotations effectively some of the time; spelling or grammatical errors present throughout;
Unclear; disorganized; appears to have been put together at the last minute or without much planning
Adherence to guidelines
5%
All assignment guidelines followed and turned in on time.
Most of the assignment guidelines followed and turned in on time.
Most of the assignment guidelines followed; turned in late.
Some of the assignment guidelines followed; turned in late.
Assignment guidelines not followed; turned in late.
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