Assignment 3 Persuasive Paper Part 1 A Problem Exists Due Week.docx

Assignment 3: Persuasive Paper Part 1: A Problem Exists
Due Week 4 and worth 150 points
Using your thesis statement and research, present the problem
that needs to be addressed with your proposed solution. Note:
Your solution, advantages, and challenges, will be in Parts 2
and 3.
Write a three to four (3-4) page paper in which you:
1. Provide an appropriate title and an interesting opening
paragraph to appeal to your stated audience (appeal with logic,
ethics, or emotion).
2. Include a defensible, relevant thesis statement in the first
paragraph. (Revised from Assignment 2)
3. Describe the history and status of the issue and provide an
overview of the problem(s) that need to be addressed. This
should be one or two (1-2) paragraphs.
4. Explain the first problem (economic, social, political,
environmental, complexity, inequity, ethical/moral, etc.) and
provide support for your claims. This should be one or two (1-
2) paragraphs.
5. Explain the second problem (economic, social, political,
environmental, complexity, inequity, ethical/moral, etc.). and
2) paragraphs.
6. Explain the third problem (economic, social, political,
2) paragraphs.
7. Provide a concluding paragraph that summarizes the stated
problems and promises a solution.
8. Develop a coherently structured paper with an introduction,
body, and conclusion.
9. Use effective transitional words, phrases, and sentences
throughout the paper.
10. Support claims with at least three (3) quality, relevant

references. Use credible, academic sources available through
Strayer University’s Resource Center. Note: Wikipedia and
other Websites do not qualify as academic resources.
Your assignment must follow these formatting guidelines:
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.
nclude 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:
ent.
to communicate the main points of a text.
writing samples and for incorporation into essays or
presentations.
earch project that supports an argument with
structure and format appropriate to the genre.
phrases, and sentences.
ENG 215 – Assignments and Rubrics
© 2014 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may not be copied, further distributed, or
otherwise disclosed in whole or in part, without the expressed
written permission of Strayer University. ENG 215 Student
Version 1144 (1118 2-25-2014) Final Page 13 of 35

RUBRIC
substantiate ideas.
proper writing mechanics.
ources to research
selected issues for this course.
Grading for this assignment will be based on answer quality,
logic/organization of the paper, and language and writing skills,
using the following rubric. Points: 150
Assignment 3: Persuasive Paper Part 1: A Problem Exists
Criteria
Unacceptable
Below 60% F
Meets Minimum Expectations
60-69% D
Fair
70-79% C
Proficient
80-89% B
Exemplary
90-100% A
1. Provide an appropriate title and an interesting opening
paragraph to appeal to your stated audience (appeal with logic,
ethics, or emotion).
Weight: 5%
Did not submit or incompletely provided an appropriate title
and an interesting opening paragraph to appeal to your stated
audience.
Insufficiently provided an appropriate title and an interesting
opening paragraph to appeal to your stated audience.
Partially provided an appropriate title and an interesting
Satisfactorily provided an appropriate title and an interesting

Thoroughly provided an appropriate title and an interesting
2. Included a defensible, relevant thesis statement in the first
paragraph. (Revised from Assignment 2) Weight: 5%
Did not submit or incompletely included a defensible, relevant
thesis statement in the first paragraph, revised from Assignment
2.
Insufficiently included a defensible, relevant thesis statement in
the first paragraph, revised from Assignment 2.
Partially included a defensible, relevant thesis statement in the
first paragraph, revised from Assignment 2.
Satisfactorily included a defensible, relevant thesis statement in
Thoroughly included a defensible, relevant thesis statement in
3. Describe the history and status of the issue and provide an
overview of the problem(s) that need to be addressed. This
should be one or two (1-2) paragraphs.
Weight:5%
Did not submit or incompletely described, in one or two (1-2)
paragraphs, the history and status of the issue paragraphs and
did not submit or incompletely provided an overview of the
problem(s) that need to be addressed.
Insufficiently described, in one or two (1-2) paragraphs, the
history and status of the issue and insufficiently provided an
overview of the problem(s) that need to be addressed.
Partially described, in one or two (1-2) paragraphs, the history
and status of the issue and partially provided an overview of the
problem(s) that need to be addressed..
Satisfactorily described, in one or two (1-2) paragraphs, the
history and status of the issue and satisfactorily provided an
Thoroughly described, in one or two (1-2) paragraphs the
history and status of the issue and thoroughly provided an

4. Explain the first problem (economic, social, political,
2) paragraphs.
Weight:10%
Did not submit or incompletely explained, in one or two (1-2)
paragraphs, the first problem (economic, social, political,
environmental, complexity, inequity,
Insufficiently explained, in one or two (1-2) paragraphs, the
first problem (economic, social, political, environmental,
complexity, inequity,
Partially explained, in one or two (1-2) paragraphs, the first
problem (economic, social, political, environmental,
complexity, inequity, ethical/moral,
Satisfactorily explained, in one or two (1-2) paragraphs, the
first problem (economic, social, political, environmental,
Thoroughly explained, in one or two (1-2) paragraphs, the first
ethical/moral, etc.) and did not submit or incompletely provided
support for your claims.
ethical/moral, etc.) and insufficiently provided support for your
claims.
etc.) and partially provided support for your claims.
ethical/moral, etc.) and satisfactorily provided support for your
claims.
ethical/moral, etc.) and thoroughly provided support for your
claims.
5. Explain the second problem (economic, social, political,
2) paragraphs.
Weight:10%
paragraphs, the second problem (economic, social, political,

did not submit or incompletely provided support for your
claims.
second problem (economic, social, political, environmental,
complexity, inequity, ethical/moral, etc.) and insufficiently
provided support for your claims.
Partially explained, in one or two (1-2) paragraphs, the second
complexity, inequity, ethical/moral, etc.) and partially provided
complexity, inequity, ethical/moral, etc.) and satisfactorily
Thoroughly explained, in one or two (1-2) paragraphs, the
complexity, inequity, ethical/moral, etc.) and thoroughly
6. Explain the third problem (economic, social, political,
2) paragraphs.
Weight:10%
paragraphs, the third problem (economic, social, political,
did not submit or incompletely provided support for your
claims.
third problem (economic, social, political, environmental,
complexity, inequity, ethical/moral, etc.) and insufficiently
Partially explained, in one or two (1-2) paragraphs, the third
complexity, inequity, ethical/moral, etc.) and partially provided

third problem (economic, social, political, environmental,
complexity, inequity, ethical/moral, etc.) and satisfactorily
Thoroughly explained, in one or two (1-2) paragraphs, the third
complexity, inequity, ethical/moral, etc.) and thoroughly
7. Provide a concluding paragraph that summarizes the stated
problems and promises a solution.
Weight:10%
Did not submit or incompletely provided a concluding
paragraph that summarizes the stated problems and promises a
solution.
Insufficiently provided a concluding paragraph that summarizes
the stated problems and promises a solution.
Partially provided a concluding paragraph that summarizes the
stated problems and promises a solution.
Satisfactorily provided a concluding paragraph that summarizes
Thoroughly provided a concluding paragraph that summarizes
8. Develop a coherently structured paper with transitional
words, phrases, and sentences. an introduction, body, and
conclusion.
Weight: 10%
Did not submit or incompletely
developed a coherently structured paper with an introduction,
body, and conclusion.
Insufficiently developed a coherently structured paper with an
introduction, body, and conclusion.
Partially developed a coherently structured paper with an
Satisfactorily developed a coherently structured paper with an

Thoroughly developed a coherently structured paper with an
9. Support claims with at least three (3) quality, relevant
No references provided
Does not meet the required number of
Does not meet the required number of
Meets number of required references; all
Exceeds number of required
ethical/moral, etc.) and did not submit or incompletely provided
ethical/moral, etc.) and insufficiently provided support for your
claims.
etc.) and partially provided support for your claims.
ethical/moral, etc.) and satisfactorily provided support for your
claims.
ethical/moral, etc.) and thoroughly provided support for your
claims.
references.
Weight: 10%
references; all references poor quality choices.
references; some references poor quality choices.
references high quality choices.
references; all references high quality choices.
10. Clarity, writing mechanics, and formatting requirements
Weight: 25%
More than 8 errors present
7-8 errors present
5-6 errors present
3-4 errors present
0-2 errors present
Running head: JUSTICE FOR JUVENILES 1
JUSTICE FOR JUVENILES 2

JUSTICE FOR JUVENILES
Gayle Woods
Research and Writing
Professor: Georgene Bess Montgomery
April 27, 2014
Assignment 2
Justice for Juveniles
I choose this topic because the crimes committed by juvenile
are on the rise, and too many of our young children are
committing adult crimes. An estimated 250,000 minors are
prosecuted annually through the adult justice system. With such
a high number, it is high time that the matter of punishing these
underage offenders be discussed and sorted out. We need not
ratchet and self-minded people, but professional and willing
stakeholders to handle this. Drawing suggestions and experts
globally, solutions to the challenge of dealing with the
escalating numbers of young criminals should be invented.
From a personal perspective, I prefer minors not being tried
as adults. Though most people are of the opinion that these
criminals should receive harsher penalties proportional to their
crimes in the adult criminal system, I beg to differ. While
addressing law-enforcers, judicial officers and the public, I
would argue out my case based on the fact that extensive

research on the effect of stricter laws remains to be seen.
However, majority of the reformers under the juvenile system
are known to pursue a less complicated life after their
shortcomings as compared to those in the adult system.
Two criminologists, Simon Singer and David McDowell
conducted a research on juveniles in New York. Their
conclusion that the threat of adult criminal sanctions has no
effect on the levels of serious crime juveniles supports my
opinion. In fact, the adult system makes little difference in
deterring juveniles from reoffending but increases their chance
of committing crimes (Scott & Steinberg, 2010).
Similarly, two social scientists, Linda Metsger and Eric
Jensen, obtained non-conflicting results in Idaho. They carried
out the effects of the Transfer Statute of 1981 passed in the
state.
Young people who had committed serious crimes including
mayhem, robbery, attempted murder, murder and forcible rape
had been tried as adults. Shockingly, there was no evidence that
their sentences had any effect as far as crime was concerned
(Jensen & Metsger, 1994).
Large-scale studies show juveniles with harsher punishments
tried as adults are not scared and tend to reoffend sooner and
more often than those tried in the juvenile system (Bishop,
Winner, Lanza-Kaduce & Frazier, 1997). Negative experiences
and behavior in the adult prisons are adapted by the minors.
From homosexuality, bullying and inhumane acts seen in
prisons, the young minors tend to use others, once released, as
‘lab rats’ to see how it feels.
When juveniles are detained in adult facilities they are
denied of programs that can correct their behaviors. Most adult
facilities lack education centers where they can enroll and
further their education which is an avenue to ensure the young
offenders become productive members. This creates the need for
young offenders to be detained in juvenile centers regardless of
their crime, to institutions that can offer juvenile behavior
change programs. Such institutions have the capacity to enhance

behavioral change in adults’ more than adult detention facilities
which instead make juvenile offenders graduate to more heinous
crimes.
More than 50% of people believe crime, not the perpetrator’s
age, should be used to determine the sentences. It is important
to note that most juvenile offences are done due to the young
offenders not being able to think rationally leading to their
wrong decisions. This can be attributed to their young age, and
if the juveniles are placed in correct juvenile systems then there
are the high chances that they will mature in their reasoning and
minimize on recidivism in the future. A Texas study conducted
in 1996 found that juveniles in adult court received longer terms
than they would have in juvenile courts (Ross, 2012).
Interestingly, the juveniles were also likely to serve only a
fraction of their sentences.
Rehabilitation in juvenile detention centers, as compared to
punishment in adult centers, give the young criminals a second
chance. They receive guidance and get an opportunity to reform
after carefully thinking about their actions. However, light
sentences do not teach kids lessons. This is simply because
minors are more sophisticated at a younger age (Bishop,
Winner, Lanza-Kaduce & Frazier, 1997).
Juvenile correction system should have the objective of
changing the young delinquent into a productive member of the
society. Systems that have been put in place to rehabilitate
juveniles are meant to benefit them. For example, a delinquent
may be ordered to attend school or work as a way of keeping
busy while in the juvenile detention. Professional counseling
and community service are also programs in the juvenile
systems. Such initiatives contribute to the reforming process of
a delinquent. Detention facilities usually cram all types of
offenders together from minor offenders to high profile young
criminals. If the detention facility does not incorporate extra
behavior change programs to change the juvenile’s behavior,
then the results of detention facility will be to expose the minor
offenders to heavier crimes and make increase the chances of

crime recidivism. Alternative forms of detentions such as
enlisting the juveniles into community services and other
alternate programs it will help the state to reduce reliance on
secure confinement which is more expensive, improves public
safety, reduces racial bias in juvenile facilities, helps save tax
payer money that would otherwise fund the expensive juvenile
program and which has shown more reforms in the justice
system (Price, 2009).
Among the measures that have been found to be actually
effective in enhancing behavior change includes Cognitive
behavior therapies. In this therapy process, juveniles or other
inmates are taken through a psychotherapeutic to address
patients with maladaptive or dysfunctional emotions. Most
causes of delinquent or juvenile behaviors are usually caused by
unbalanced emotions, negative peer influence, drug induced
behaviors and unsupportive families or communities. Punishing
the juveniles has been the traditional method preferred by most
institutions as many believe that crime is crime regardless of
the age of the convict. Socials scientists have carried out
numerous studies and found that though practiced in most
countries and institutions, does not lead to improved behavior
change in the juveniles.
The CBT process employs various problem focused and action
oriented measures to help address the specific problem. It is a
therapy where the patients are given alternatives to enhance
behavior change. It is an avenue to give the culprits an
opportunity for behavior modification. The CBT program
involves the juveniles getting engaged in the behavior changing
process and thus feels more attached to the program, which
increases the chances of the behavior correction process being
successful (McKenna, 2009). The advantage of the CBT
program is that it can be incorporated into a detention facility
and will just require extra psychology staff.
Statistics indicate that black juveniles are more likely to be
taken to adult courts than their white peers with comparable
crimes. Simply, the system is more vulnerable to racism (Ross,

2012). Having all these in mind, is it really in the interest of
justice and these delinquents to try them in the adult system? Is
there any gain or is it the feeling of punishment that engulfs
these young criminals?
Critics may and have in numerous cases opposed the
juvenile system but it remains to be the most efficient and
unchallenged until a better one is initiated.
References:
Bishop, D., Winner, L., Lanza-Kaduce, L. & Frazier, C. (1997).
The transfer of juveniles to criminal court:
Reexamining recidivism over the long term. A journal on Crime
and Delinquency.
Jensen, E. & Metsger, L. (1994). “A Test to the Deterrent Effect
of the Legislative Waiver on Violent Juvenile Crime. Crime and
Justice Journal.
McKenna, P. (2009). "Cognitive behavioral therapy for major
psychiatric disorder: Does it really work? A meta-analytical
review of well-controlled trials". Psychological Medicine.
Price, J. (2009). "Cognitive-behavioral Therapy in Severe
Mental Illness". Psychiatric Times.
Ross, R. (2012). Juvenile in Justice. Richard Ross Photography

publishers.
Scott, E. & Steinberg, L. (2010). Rethinking Juvenile Justice.
Harvard University press.
Running head: JUSTICE FOR JUVENILES
1
Justice for juveniles
Gayle Woods
Professor: Georgene Bess Montgomery
English 215 – Research and Writing
Assignment 3
May 4, 2014
Introduction
The United States is believed to be incarcerating her youths
more than any other nation in the world. According to the
nation’s criminal justice department, over 2.2 million youths are
annually arrested in the United States. This rate is relatively
high considering that the nation is not the most populous nation
in the whole world. Besides this, the United States is not ranked
as the most insecure nation in the whole world. The nation also
invests heavily in her security apparatus something that leads to
many observers wondering why the rate of juvenile
incarceration is very high in this nation. Many people are not
able to see this problem despite its adverse effects on the
juvenile convicts and the society in general. For example, 40

percent of juveniles brought to detention centers are usually
tried in adult facilities. This accounts for over 125, 000
juveniles who are handled in similar manner as adult suspects.
It is very difficult for such juveniles to change once they are
released from custody as the officers usually handle them badly
something that leads to many of them developing resentment to
government. It is therefore high time all stakeholders involved
in the criminal justice system came up with ways of dealing
with juvenile offenders (Pollock, 2012). The stakeholders need
to be open minded while handling the situation since the nation
is losing a lot of future productive citizens to prisons.
Previously, juvenile offenders were mainly charged with
committing petty crimes such as stealing hose hold items. That
is no longer the case with the modern day juvenile suspects. It
is common to get minors being charged with adult crimes such
as robbery with violence or drug trafficking. The nation’s
criminal justice system has shown high levels of incompetence
while handling such serious crimes. They mainly exhibit this
incompetent by trying suspect minors in adult facilities
something that ends up having negative psychological effects on
the juvenile suspects. They feel that the society is against them
as they are viewed in similar terms with the hardcore criminals.
What the criminal justice fails to understand is that it is usually
the first time most of the minors are involved in such crimes. To
solve this problem, officers need to carry thorough investigation
on the juvenile suspect’s criminal life before deciding where to
conduct his or her case. Through the investigations, the officers
will be in a position to know the suspect’s history and the
reasons behind his or her involvement in crime (Thonden,
1997). This knowledge will also assist the officers in knowing
ways of assisting the suspect rather than just charging him or
her and putting him or her in custody.
The other problem that many people in the American society are

asking is why there is an increase in the number of juvenile
incarcerations. Some observers are blaming the current
education system and curriculum for the increase in the number
of juveniles in custody. According to these observers, the
current education system does not deal with the current issues
affecting the society. For example, they argue that the education
system is only teaching American kids on how to become good
employees. This notion ends up giving students a notion that
they are learning in order to get employed whereas there are no
jobs at all. Many youths are usually discouraged by the high
rate of unemployment thus getting the idea of using alternative
means to earn income. The youths are afraid to suffer like their
friends or family members after completing their studies and not
finding jobs. A study conducted revealed that many youths
prefer meeting their deaths in crime while looking for wealth to
suffering in poverty while waiting to get jobs after their
graduations (Pollock, 2012). Based on these facts, scholars are
calling on the criminal justice system to handle juvenile
suspects and convicts well. The system should come up with a
way of encouraging the suspects and therefore changing their
views on education. However, the education department also
needs to carry out major reforms in the education sector.
Reforms will ensure that students learn things that are relevant
to their lives and therefore knowing how to look for income in
appropriate and legal way rather than through crime.
The other problem experienced in the handling of juveniles is
racial discrimination. Research conducted by several scholars
clearly reveals that black juveniles are likely to be taken to
adult courts than white juveniles even if they have committed
similar crimes. Many officers believe that black juveniles are
more dangerous to the society than the white juvenile suspects
therefore their cases being handled in similar manner like the
adult cases. The belief of these officers is based on unfound
facts something that ends up discriminating black juveniles.
Further studies reveal that Hispanic American juveniles also

have a high probability of ending up in adult courts compared to
white juveniles. This shows that white juveniles charged in
adult courts account for only 10 percent of the juveniles
convicted in adult courts. If the officers desist from using race
as a basis of taking juveniles to adult courts it is probable that
the juvenile suspects will get justice. Officers need to be trained
on how to handle suspects equally. The society also needs to be
skepticism on the ways used by the criminal justice system to
incarcerate juvenile suspects. This will lead to the system
becoming competent in their duties and therefore handling the
juveniles in accordance with the law (Joseph, 1995).
Over 47 States in the United States have come with policies that
have made it very easy for a juvenile to be tried as an adult.
Many observers believe that these policies violate the basic
human rights of minors as they are exposed to adult judicial
processes at a tender age. According to research, the decision to
try minors in adult prisons was made by prosecutors and
legislators more than by the judges. This is despite the fact that
it is the duty of judges to make such discrete decisions. The
decision to try juvenile suspect in similar manner with adult
suspects has led to many people doubting the credibility of the
juvenile systems. The decision to handle juveniles as adults has
mainly been promoted by public opinions which term some
juveniles as “Super-predator” implying that they are very
dangerous to the society. The society needs to change its
attitude towards juveniles. It needs to develop a positive
attitude towards minor convicts and develop trust in juvenile
systems. For example, the modern day American society views
juvenile suspects in similar manner with hardcore criminals.
This affects the reformation of the juveniles once taken to
correction institutions as they believe that they will not be
accepted back in the society once released from custody. The
government needs to come up with initiatives that will educate
the society that juveniles are not criminals and just need care
and understanding for them to change their ways. Many

observers argue that the hatred that the society expresses to
juvenile suspects in most cases worsen their situation. This is
because the hatred usually demoralize them something that
gives them low self-esteem. They in turn end up associating
with criminal gangs as they feel valued here. However, with
society’s love and care, juveniles will feel part of the society
and therefore changing their ways and ending up responsible
members of the society.
The rise in the number of juvenile incarceration is mainly
blamed on how the society is handling the issue. According to
research, the society has totally failed to advise the youth and in
many cases they are left on their own to make important
decisions affecting their lives. Scholars believe that the society
needs to join hands with the criminal justice in rectifying the
behaviors of the youths. For example, youth crimes should be
tackled using the leverage power of communities and families.
Family and community members should join hands in assisting
troubled youths rather than just handing them over to the law
enforcement officers who sometimes also do not know what to
do with them. Besides the use of community power, states also
need to relook into their policies of locking up juveniles
whenever they commit any wrong. They need to come up with
cost-effective alternatives that are proven to handle youth
crimes. This will enable the society to see the returns of their
investments in future (Thonden, 1995).
References
Joseph, J. (1995). Black youths, delinquency, and juvenile
justice. Westport, Conn. [u.a.: Praeger.
Pollock, J. M. (2012). Ethical dilemmas and decisions in
criminal justice. Belmont, CA:
Wadsworth Cengage Learning.
Thonden, Y. (1997). Juvenile injustice: Police abuse and

detention of street children in Kenya :
Human Rights Watch Children's Rights Project. New York [u.a.:
Human Rights Watch.

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