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Instructions:
Relevance of The Theory in Criminology
Due Date: 11:59 pm EST Sunday of Unit 3 Points: 100 Overview: Throughout the course, you will be working on a criminal theories course project. For Part 3, you will discuss the purpose, main ideas, origins, and relevance of your first selected theory. Then you will apply the first theory you selected to the criminal act you chose in the Unit 2 outline. Instructions: In this assignment, you will:
Requirements:
pages. • At least two resources outside of the textbook.
Be sure to read the criteria below by which your work will be evaluated before you write and again after you write.
CRJ404 – Theoretical Criminology
Unit 3 Assignment: Course Project, Part 3
Evaluation Rubric for Unit 3 Assignment CRITERIA Deficient Needs
Improvement Proficient Exemplary
0-11 points 12-15 points 16-19 points 20 points Discuss the theory’s purpose and main idea
The theory’s purpose and main idea are missing or poorly written.
The theory’s purpose and main idea are presented but missing key details.
The theory’s purpose and main idea are presented but missing minor details.
The theory’s purpose and main idea are clearly and completely presented, including all details.
Address the origin of the theory
The origin is missing or poorly written.
The origin is presented but missing key details.
The origin is presented but missing minor details.
The origin is clearly and completely presented, including all details.
Cite the relevance of the theory in criminology
The relevance of the theory is missing or poorly written.
The relevance of the theory is presented but missing key details.
The relevance of the theory is presented but missing minor details.
The relevance of the theory is clearly and completely presented, including all details.
Apply the theory to the criminal act identified in the Unit 2 outline
The application to a criminal act is missing or poorly written.
The application to a criminal act is presented but missing key details.
The application to a criminal act is presented but missing minor details.
The application to a criminal act is clearly and completely presented including all details.
0 – 5 points 6 – 7 points 8 – 9 points 10 points
Resources Less than two resources.
Two resources. Three resources. More than three resources.
Clear and Professional Writing and APA Format
Errors impede professional presentation; guidelines are not followed.
Significant errors that do not impede professional presentation.
Few errors that do not impede professional presentation.
Writing and format are clear, professional, APA compliant, and error-free.
Overview:
Instructions:
Requirements:
Evaluation Rubric for Unit 3 Assignment
This discussion topic is designed to help you become familiar with how to annotate articles. In an annotation you will summarize the material in an article using your own words. In this discussion, you’ll read an academic article on teaching grammar and then write an annotation of that article.
Here’s how to get started:
Step 1: Watch the video, “How to Write an Annotated Bibliography-7th edition.” (It’s in this week’s Content.)
Step 2: Access and then read the article, “Teaching Grammar and Editing in Public Administration: Lessons Learned from Early Offerings of an Undergraduate Administrative Writing Course,” by Claire Connolly Knox.
This article is in the e-reserves section of your class. You can access the article by taking the following steps:
click Content select Class Resources select eReserves select the icon for eReserves in the middle of your page. in the list of items that appears, locate the article and download it Step 3: Create an annotation of this article as if you were considering it for a source in a paper. Here’s how:
List the article in APA format, as the video describes. (Note: the publication date for this article is not listed. A quick Google Search of the article title will show you that the year of publication is 2013. Include this in your citation.) Write a 150-200 word summary/critique of the article in which you not only summarize the article but also note any strengths or weaknesses you find in it. In addition, imagine a scholar who is writing about teaching grammar in writing courses–or that you are a scholar studying this topic. Would this be a possible article to consider for research on this topic? (Note: you won’t be writing about this topic for your own writing assignments.) Your annotation thus should include the following:
Focus of the study (~ 1-2 sentences Conclusion(s) of the study (~ 1-2 sentences) Analysis of the study (e.g., any strengths or weaknesses? Any thing that was particularly remarkable/helpful?) (~ 1-2 sentences) Its relevance to research on teaching grammar in writing courses (~ 1-2 sentences) Please refer to the “Sample Annotated Bibliography-7th edition” in this week’s Content for an example.
Step 4: Post your response.
Step 5: Comment on at least one of your classmates’ posts.
Please note: You’re not writing about teaching grammar for your own writing assignments. However, this exercise is designed to help you become familiar with listing a source in APA format and with writing a critical annotation for it.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Relevance of The Theory in Criminology |
Relevance of The Theory in Criminology