CJ 480 – Essay Format
I. Cover Page
II. Introduction (5-6 sentences)
a. Statement of interest (2 sentences)
b. Statistical evidence (1-2 sentences)
c. Thesis statement (1 sentence) – identifies a relationship (x – y)
d.
Summary statement (1 sentence)
III. Body (28 sentences)
a. Claim/main point (7 sentences)
i. Supporting evidence
b. Claim/main point 2 (7 sentences)
i. Supporting evidence
c. Claim/main point 3 (7 sentences)
i. Supporting evidence
d. Counter-argument (7 sentences)
i. Supporting evidence
IV. Conclusion (7 sentences)
a. Policy (4 sentences)
b. Areas of further research (3 sentences)
V. Bibliography
The listed sections (i.e., Introduction, Body, Conclusion) will be required for submission for a grade in the following format:
· Word document
· APA Format
· Evidence of plagiarized content may result in the student receiving a zero for their assignment grade.
Topic Listing
Name (Last Name, First Name Initial)
Topic
1.
Rape
2.
Intimate Partner Abuse
3.
Human Trafficking
4.
5.
Juvenile Delinquency
6.
Female Offenders – Drugs
7.
Processing of Female Offenders
8.
Female Incarceration
9.
Supervision of Females – Prison
10.
11.
Stalking
12.
Female Offenders – Property Crime
13.
Female Offenders – Violent Crimes/Murder
14.
Sentencing of Female Offenders
15.
Women Professionals in CJ System – Police
16.
Women Professionals in CJ System – Legal
17.
Women Professionals in CJ System – Prison/Probation
18.
Female Offenders – Gangs
19.
Supervision of Females – Parole
20.
Supervision of Females – Probation
CJ Writing Assignment Rubric (General)
Criteria |
90-100/4 |
80-89/3 |
70-79/2 |
60-69/1 |
59 and below |
Score |
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Adhering to the provided submission instructions |
Student exceeds the expectations in all required submission instructions. |
Student meets the expectations in all required submission instructions. |
Student meets the expectations in the majority of the required submission instructions. |
Student meets the expectations in only a few or one of the required submission instructions. |
Student fails to meet the required expectations in all of the required submission instructions. |
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Adhering to the provided content instructions |
Student exceeds the expectations in all required content instructions. |
Student meets the expectations in all required content instructions. |
Student meets the expectations in the majority of the required content instructions. |
Student meets the expectations in only a few or one of the required content instructions. |
Student fails to meet the required expectations in all of the required content instructions. |
||||||||||
Grammatical and spelling errors |
No errors are identified. |
Minimal errors identified. (2-3) |
Minimal errors identified. (3-5) |
Minimal errors identified. (5-7) |
Excessive amount of errors identified. |
||||||||||
Organization and clarity of thought |
Student exceeds the expectations in all required parts of the assignment. |
Student meets the expectations in all required parts of the assignment. |
Student meets the expectations in the majority of the required parts of the assignment. |
Student meets the expectations in only a few or one of the required parts of the assignment. |
Student fails to meet the required expectations in all of the required parts of the assignment. |
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Adhering the required APA guidelines |
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Claims in the manuscript include logical and credible evidence; this includes providing valid evidence (i.e., research articles, etc.) as justification for identified claims |
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Content in the document is consistent with information that has been previously published or submitted. |
As a result of submitting the assignment to ‘Turnitit’, similarity level is identified between 0-5%. |
As a result of submitting the assignment to ‘Turnitit’, similarity level is identified between 6-10%. |
As a result of submitting the assignment to ‘Turnitit’, similarity level is identified between 11-15%. |
As a result of submitting the assignment to ‘Turnitit’, similarity level is identified between 16-20%. |
As a result of submitting the assignment to ‘Turnitit’, similarity level is identified above 20%. |
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Total |
Writing Information CJ 480 – Research Essay Dr. Webb
Students,
Identified below is information which may assist you in relation to the required writing
assignment in your respective course. This includes 1) an outline, 2) an example, 3) submission
guidelines, 4) a student/topic listing, and 5) a grading rubric.
Outline
Section Submission sections and dates
Sections I/II – 3/30/2020
Sections III/IV/V – 4/6/2020
Sections All sections – 4/20/2020
Supporting evidence refers to in-text citations as required by APA guidelines.
Example
Introduction
The wrongful conviction of youth is not only threat to justice, but a commonly understudied
phenomenon in the study of juvenile justice. Moreover, studies suggest that the number of
wrongfully convicted youth may increase due to the confidential nature of the juvenile court
system in the United States (Bob, 2020). According the National Registry of Exonerations, the
number of youth who have been wrongfully convicted and exonerated continues to increase
since 1989 (National Registry of Exonerations, 2020). The purpose of this paper is to identify
the role of faulty witness identification, official misconduct, and inadequate legal defense in
association with wrongful youth convictions in the United States. In addition, this paper will also
include information related to the main points of emphasis, a counter argument, and a
conclusion which includes policy implications and areas of further research.
Cover Page I.
Introduction (5-6 sentences) II.
Statement of interest (2 sentences)●
Statistical evidence (1-2 sentences)●
Thesis statement (1 sentence) ●
Summary statement (1 sentence)●
Body (28 sentences)III.
Claim/main point (7 sentences)●
Supporting evidence
o
Claim/main point 2 (7 sentences)●
Supporting evidenceo
Claim/main point 3 (7 sentences)●
Supporting evidenceo
Counter-argument (7 sentences)●
Supporting evidenceo
Conclusion (7 sentences)IV.
Policy (4 sentences)●
Areas of further research (3 sentences)●
BibliographyV.
Writing Information CJ 480 – Research Essay Dr. Webb
Body
Main Point 1 – Faulty Witness Identification
There is debate in the academic and legal communities as to how many people are wrongfully
convicted at trial by juries. Disparate estimates have ranged from 3% to 10% of criminal
convictions, but there seems to be a consensus that eyewitness misidentification is the leading
cause of wrongful convictions (Wells & Seelau, 1995). Of the 40 cases of wrongful convictions
studied by Wells et al. (1998), they found 90% of the subjects in the sample were wrongfully
convicted due to eyewitness misidentification. Just as police can foster an environment for
eliciting false confessions, critics have claimed detectives can influence a victim to pick a person
from a photo lineup by subtlety suggesting to the victim which suspect the detective believes is
responsible for committing a crime (Phillips, McAuliff, Kovera, & Cutler, 1999; Garrioch &
Brimacombe, 2001; Greathouse & Kovera, 2009; Kovera & Evelo, 2017). Beyond policing
practices, the traumatization that victims experience can make it difficult to recall specific details
of a crime because of the malleable and fallible nature of memories. The difficulty victims
experience with recalling offender characteristics may frustrate detectives who then influence
them to choose a suspect based on subtle suggestions. Research has found that witnesses
often make mistakes when trying to identify suspects (e.g., cross-racial identifications), even
though they are confident in their ability to accurately recall criminal events and correctly locate
suspects from a photo lineup (Wells & Loftus, 2003).
Main Point 2 – Official Misconduct
Research has identified evidence predicated on fraudulent science and ultimately presented to
juries as a cause of wrongful convictions (Turvey, 2014), thereby calling for the regulation of
forensic laboratories across the United States and holding prosecutors accountable for
misleading juries based on erroneous scientific evidence (Giannelli, 2006; Gershman, 2003;
Scheck, Neufeld, & Dwyer, 2000). Police officers can also engage in office misconduct by
profiling groups based on race, such as young black men, and hold racist beliefs that certain
groups share a criminogenic disposition. For example, the differential involvement hypothesis
states minorities commit more criminal acts, whereas the differential enforcement hypothesis
explains minorities experience more arrests and wrongful convictions because of discriminatory
practices employed by the police and courts (Piquero & Brame, 2008). Consequently, the way in
which minorities experience wrongful convictions may be a function of a racist criminal justice
system rather than an unreliable interpretation of scientific evidence. Furthermore, of the 250
cases of wrongful convictions studied by Garrett (2011), 77 involved claims of prosecution
concealing evidence from defense, 19 involved claims of police misconduct due to unlawful
searches and seizures, and 8 involved claims of law enforcement destroying or tampering
evidence. This same researcher discovered 185 cases of wrongful convictions where forensic
evidence played a significant role in conviction. For example, 75 of the cases included
microscopic hair comparison, 20 included fingerprint comparison, 7 included bite mark
comparison, 6 included shoe print comparison, and 1 included voice comparison. Indeed, these
forensic techniques and their ability to make connections between suspects and crime scenes
and victims were thought to adhere to rigorous scientific methods; however, the landmark
publication by the National Academy of Sciences placed significant doubt on the empirical
validity of certain forensic techniques.
Main Point 3 – Inadequate Legal Defense
Writing Information CJ 480 – Research Essay Dr. Webb
A significant moment in legal history was the Supreme Court case of Gideon v. Wainwright
which ruled criminal defendants have the right to counsel in felony trials. However, having a
right to legal counsel does not guarantee suspects will receive effective counsel who advocate
tirelessly on their behalf. Indigent defendants, for example, often must rely on public defenders
who may be unprepared to provide sound legal advice due to incompetence, limited resources,
and large caseloads. Research has shown that exonerated individuals were more likely to have
been indigent, thereby not having the means to hire a private attorney. Consequently, most
exonerees either had attorneys appointed by the courts or public defenders (Garrett, 2011).
The Innocence Project has reported disturbing behaviors exhibited by attorneys whose
inadequate legal defense led to wrongful convictions, such as sleeping in the courtroom,
lawyers being disbarred immediately after concluding a death penalty case and neglecting to
show up for hearings. The Innocence Project cites several claims of ineffective counsel made by
defendants, such as failing to present defense witnesses, failing to investigate, failing to
interview witnesses, and failing to consult experts on forensic issues. Of the 250 cases of
wrongful convictions studied by Garrett (2011), 93 involved instances of prosecutors using
forensic experts who provided testimony that was ultimately determined to have been
unreliable, invalid, and unscientific. The faulty forensic testimony was exacerbated by defense
attorneys who failed to question the reliability and validity of the forensic experts’ scientific
claims.
Counter Argument – False Confessions
In contradiction to the impact of official misconduct, inadequate legal defense, and faulty
witness identification, studies indicate that false confessions might bear more influence in
explaining why youth are wrongfully convicted. False confessions have been described as the
second leading cause of wrongful convictions (Kennedy, 2015). In fact, studies provide an
estimate that approximately 25% of wrongful convictions are the result of false confessions
(Drizin & Leo, 2004). Juveniles are notorious for having a greater risk of falsely confessing to
crimes (Owen-Kostelnik, Reppucci, & Meyer, 2006). When considering false confessions,
juveniles have been found to be wrongfully convicted at higher rates compared to adults (Gross
et al., 2005). Of the 250 DNA exonerations studied by Garrett (2011), 40 of the false
confessions included 14 exonerees who were mentally disabled, 13 who were juveniles, and 3
who were mentally ill. Drizin and Leo (2004) found that within a sample of 125 wrongful
convictions, juveniles comprised 32% of the false confessions.
Conclusion
To prevent or minimize the likelihood of wrongful youth convictions, documented research
which identifies significant factors may lead to specific policies or procedures. This includes
oversight committees of legal professionals such as the American Bar Association. Several local
government offices have adopted measures designed to investigate and resolve claims of
wrongful convictions. Commonly referred to as integrity units, these organizations of attorneys
are charged with the role of pursuing justice by working with non-profit organizations the
Innocence Project.
Areas of further research related to this topic include the study of wrongful youth
convictions among other legal professionals and individuals. This includes judges as well as the
parents of youth who have been wrongfully convicted. It is only through the advancement of
Writing Information CJ 480 – Research Essay Dr. Webb
this topic through research will significant legal and systemic changes begin to surface in
the United States.
Bibliography (References)
Submission Procedures
The aforementioned sections will require the following format and procedures:
Word document ●
APA Format●
Writing Information CJ 480 – Research Essay Dr. Webb
Course ID Number Enrollment Key
CJ 207 24244171 000207
CJ 400 24244259 000400
CJ 480 24244221 000480
Student/Topic Listing
Name (Last Name, First Name Initial) Topic
Rape
Intimate Partner Abuse
Evidence of plagiarized content may result in the student receiving a zero for
their assignment grade; thus, students are required to submit their assignment
to Turnitin.
o
Turnitin Information:●
Please use the following information for submission of required assignments to
Turnitin:
o
Long1.
Miller2.
Writing Information CJ 480 – Research Essay Dr. Webb
Human Trafficking
Female Genital Mutilation
Juvenile Delinquency
Female Offenders – Drugs
Processing of Female Offenders
Female Incarceration
Supervision of Females – Prison
Sexual Assault
Stalking
Female Offenders – Property Crime
Female Offenders – Violent Crimes/Murder
Sentencing of Female Offenders
Women Professionals in CJ System – Police
Women Professionals in CJ System – Legal
Women Professionals in CJ System – Prison/Probation
Female Offenders – Gangs
Supervision of Females – Parole
Supervision of Females – Probation
Any student who does not see their name is required to notify their instructor via
email.
Murray/Allen3.
August/Woods4.
Evans5.
Minnis6.
Morgan 7.
Snow8.
Edmond9.
Ingram10.
Mobley11.
Collins12.
Sharpe13.
Montgomery14.
McAdams15.
Brown, J. 16.
Gilbert17.
Roland18.
Jeffries19.
Brown, A./Smith 20.
W iti I f ti CJ 480 R h E D W bb
Writing Information CJ 480 – Research Essay Dr. Webb
Writing Information CJ 480 – Research Essay Dr. Webb
t g o at o CJ 80 esea c ssay ebb
Grading Rubric
Criteria 90-100/4 80-89/3 70-79/2 60-69/1 59 and below Score
Adhering to the
provided
submission
instructions
Student exceeds
the expectations in
all required
submission
instructions.
Student meets the
expectations in all
required
submission
instructions.
Student meets the
expectations in
most of the
required
submission
instructions.
Student meets the
expectations in
only a few or one
of the required
submission
instructions.
Student fails to
meet the required
expectations in all
the required
submission
instructions.
Adhering to the
provided content
instructions
Student exceeds
the expectations in
all required content
instructions.
Student meets the
expectations in all
required content
instructions.
Student meets the
expectations in
most of the
required content
instructions.
Student meets the
expectations in
only a few or one
of the required
content
instructions.
Student fails to
meet the required
expectations in all
the required
content
instructions.
Grammatical and
spelling errors
No errors are
identified.
Minimal errors
identified. (2-3)
Minimal errors
identified. (3-5)
Minimal errors
identified. (5-7)
Excessive amount
of errors identified.
Organization and
clarity of thought
Student exceeds
the expectations in
all required parts
of the assignment.
Student meets the
expectations in all
required parts of
the assignment.
Student meets the
expectations in
most of the
required parts of
the assignment.
Student meets the
expectations in
only a few or one
of the required
parts of the
assignment.
Student fails to
meet the required
expectations in all
the required parts
of the assignment.
Adhering the
required APA
guidelines
Student exceeds
the expectations in
all required parts
of the assignment.
Student meets the
expectations in all
required parts of
the assignment.
Student meets the
expectations in
most of the
required parts of
the assignment.
Student meets the
expectations in
only a few or one
of the required
parts of the
assignment.
Student fails to
meet the required
expectations in all
the required parts
of the assignment.
Claims in the
manuscript include
logical and
credible evidence;
this includes
providing valid
evidence (i.e.,
research articles,
etc.) as justification
for identified claims
Student exceeds
the expectations in
all required parts
of the assignment.
Student meets the
expectations in all
required parts of
the assignment.
Student meets the
expectations in
most of the
required parts of
the assignment.
Student meets the
expectations in
only a few or one
of the required
parts of the
assignment.
Student fails to
meet the required
expectations in all
the required parts
of the assignment.
Content in the
document is
consistent with
information that
has been
previously
published or
submitted.
As a result of
submitting the
assignment to
‘Turnitit’, similarity
level is identified
between 0-5%.
As a result of
submitting the
assignment to
‘Turnitit’, similarity
level is identified
between 6-10%.
As a result of
submitting the
assignment to
‘Turnitit’, similarity
level is identified
between 11-15%.
As a result of
submitting the
assignment to
‘Turnitit’, similarity
level is identified
between 16-20%.
As a result of
submitting the
assignment to
‘Turnitit’, similarity
level is identified
above 20%.
Total