Criteria Description Explain the claims of both articles.5. Target- Essay expertly describes the claims of both articles, and description is comprehensive and insightful with relevant evidence to support claims.Essay demonstrates an exceptional understanding of the topic. Explain the background of the controversy and how it became controversial.5. Target- Essay expertly describes the background of the controversy and how it became controversial, and description is comprehensive and insightful with relevant evidence to support claims.Essay demonstrates an exceptional understanding of the topic. -Explain how historical perspectives and theories add to the controversy. (C1.1)5. Target 7.5 points Essay expertly describes how both historical perspectives and theories add to the controversy, and description is comprehensive and insightful with relevant evidence to support claims.Essay demonstrates an exceptional understanding of the topic. -Examine the evidence given in the articles and explain which article creates a stronger argument. Give examples from both. Include how current perspectives and theories support your rationale. (C1.2)5. Target Essay expertly describes why one article’s argument is stronger than the other; including how current perspectives and theories support given rationale. Description is comprehensive and insightful with relevant evidence to support claims. -Identify any logic fallacies that exist in both and explain what makes them logic fallacies.5. Target- Essay expertly identifies logic fallacies in both controversies, and explanation is comprehensive and insightful with relevant evidence to support claims.Essay demonstrates an exceptional understanding of the topic. -Describe how the controversy you chose is applicable and significant to the world. (C1.3)5. Target-Essay expertly describes how the controversy chosen is applicable and significant to the world. Description is comprehensive and insightful with relevant evidence to support claims. -Communicates reason for writing and demonstrates awareness of audience.5. Target-The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience. -Advances position or purpose throughout writing; conclusion aligns to and evolves from development.5. Target- The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose. -Selects and integrates evidence to support and advance position/purpose; considers other perspectives.5. Target-Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively. -Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.5. Target-No mechanical errors are present. Skilled control of language choice and sentence structure are used throug ...

1. Criteria Description
Explain the claims of both articles.5. Target-
Essay expertly describes the claims of both articles, and
description is comprehensive and insightful with relevant
evidence to support claims.Essay demonstrates an exceptional
understanding of the topic.
Explain the background of the controversy and how it became
controversial.5. Target-
Essay expertly describes the background of the controversy and
how it became controversial, and description is comprehensive
and insightful with relevant evidence to support claims.Essay
demonstrates an exceptional understanding of the topic.
-Explain how historical perspectives and theories add to the
controversy. (C1.1)5. Target
7.5 points
Essay expertly describes how both historical perspectives and
theories add to the controversy, and description is
comprehensive and insightful with relevant evidence to support
claims.Essay demonstrates an exceptional understanding of the
topic.
-Examine the evidence given in the articles and explain which
article creates a stronger argument. Give examples from both.
Include how current perspectives and theories support your
rationale. (C1.2)5. Target
Essay expertly describes why one article’s argument is stronger
than the other; including how current perspectives and theories
support given rationale. Description is comprehensive and
insightful with relevant evidence to support claims.
-Identify any logic fallacies that exist in both and explain what

2. makes them logic fallacies.5. Target-
Essay expertly identifies logic fallacies in both controversies,
and explanation is comprehensive and insightful with relevant
evidence to support claims.Essay demonstrates an exceptional
understanding of the topic.
-Describe how the controversy you chose is applicable and
significant to the world. (C1.3)5. Target-Essay expertly
describes how the controversy chosen is applicable and
significant to the world. Description is comprehensive and
insightful with relevant evidence to support claims.
-Communicates reason for writing and demonstrates awareness
of audience.5. Target-The thesis, position, or purpose is
persuasively developed throughout and skillfully directed to a
specific audience.
-Advances position or purpose throughout writing; conclusion
aligns to and evolves from development.5. Target-
The thesis, position, or purpose is coherently and cohesively
advanced throughout. The progression of ideas is coherent and
unified. A convincing and unambiguous conclusion aligns to the
development of the purpose.
-Selects and integrates evidence to support and advance
position/purpose; considers other perspectives.5. Target-
Comprehensive and compelling evidence is included. Multiple
other perspectives are integrated effectively.
-Includes spelling, capitalization, punctuation, grammar,
language use, sentence structure, etc.5. Target-No mechanical
errors are present. Skilled control of language choice and

3. sentence structure are used throughout.
-Uses appropriate style, such as APA, MLA, etc., for college,
subject, and level; documents sources using citations, footnotes,
references, bibliography, etc., appropriate to assignment and
discipline.5. Target-No errors in formatting or documentation
are present. Selectivity in the use of direct quotati ons and
synthesis of sources is demonstrated.
STATEMENT ON THE INTEGRATION
OF FAITH AND WORK
A
s a university, we believe that the message of Jesus Christ
bears profound implications, not only for individuals, but
also for society and the ways that we as individuals live
within it. The Lord Jesus instructed His followers to live
as salt and light within society, which implies a call to live out
our lives
in ways that contribute to the common good. We are convinced
that
this call extends to the workplace and that our respective

4. vocations
represent vital opportunities to glorify God by serving others in
ways
that promote human flourishing. Therefore, by God’s grace, we
seek to
distinguish ourselves as a university by instilling a sense of
vocational
calling and purpose in our students, faculty and staff in accord
with
the following principles:
WE BELIEVE that God’s Word speaks authoritatively about
creation,
fall and redemption as well as the restoration of all things
through
Christ Jesus. Therefore, we are convinced that the Christian
worldview offers hope of restoration, not only for individuals,
but
also for families, communities and societies in which
individuals live,
work and serve one another.
WE BELIEVE that God the Almighty created the world, placed
human beings within it and blessed them by making them
responsible
for cultivating and caring for creation. Therefore, we are
assured that
our work within the world matters to God and our neighbors,
and
that we honor God by serving others in ways that promote
human
flourishing.
WE BELIEVE that Jesus Christ is both Savior and Lord and that
all
who follow Jesus should seek His Kingdom and His

5. righteousness
in relation to all aspects of human experience, includi ng culture
and society. Therefore, we have resolved to carry out our work
within the public arena with compassion, justice and concern
for
the common good.
WE BELIEVE that Jesus’ death, burial and resurrection secured
abundant and eternal life for all who believe and that Christ
transforms all that we say and do. Therefore, we are convinced
that
Grand Canyon University should positively impact those who
study
at, work for and live near the university in ways that accord
with the
teachings of Jesus Christ.
WE BELIEVE that mankind was originally created in the image
of
God and given responsibility over creation, but that all have
failed to
fulfill their God-given purpose and responsibility. We believe
that God
redeems and restores men and women in Christ, creating them
anew
for the good works He has prepared them to do. Therefore, we
are
confident that the work we do is a part of God’s calling on our
lives
and a means by which we can glorify God as we meet others’
needs.
WE BELIEVE that regeneration by the Holy Spirit is essential
for
salvation and that the work of God’s Spirit in the human heart

6. invariably results in renewed purpose and the growth of Christ-
like
love for neighbors and neighborhoods. Therefore, we are certain
that
God is working to restore the broken lives and communities of
this
fallen world through the collective gifts, talents, skills and
resources of
those who have been transformed by the power of the gospel.
WE BELIEVE that salvation comes through Jesus Christ alone
and
involves redemption of the whole person. Therefore, we are
convinced
that the Christian life must involve compassion and care, not
only for
the spiritual needs of mankind, but also for basic physical needs
that
stem from poverty, oppression and injustice.
WE BELIEVE in the spiritual unity of all believers in Christ
and that
evangelism and societal engagement are duties of the Christian
life.
Therefore, we are devoted to demonstrating the love of Jesus
together
as we share the gospel message and shape society according to
the
principles of His Kingdom.
WE BELIEVE that the gospel message denounces evil and
injustice
while offering hope for reconciliation to Christ and the
restoration
of human culture and society through Him. Therefore, we
recognize

7. and embrace the potential of human work for furthering the
greater
good and strive to further the good of the culture and the
society
through education and the embodiment of biblical principles
related
to goodness and justice.
“Let the favor of the Lord our God be upon us, and establish the
work of our
hands upon us; yes, establish the work of our hands!” (Psalm
90:17).
15COT0123
2
Video Games and Violent Behavior
Student’s Name
Institution Affiliation
Course
Instructor
Date
References
Cunningham, S., Engelstätter, B., & Ward, M. R. (2016).
Violent video games and violent crime.
Southern Economic Journal,
82(4), 1247-1265.

8. Hoff, R. A., Howell, J. C., Wampler, J., Krishnan-Sarin, S., &
Potenza, M. N. (2020). Differences in associations between
problematic video-gaming, video-gaming duration, and weapon-
related and physically violent behaviors in adolescents.
Journal of psychiatric research,
121, 47-55.
Markey, P. M., & Ferguson, C. J. (2017).
Moral combat: Why the war on violent video games is
wrong. BenBella Books, Inc..