ENG 215/Strayer Persuasive Paper Part 1

ENG 215/Strayer Persuasive Paper Part 1 Order Description   Week 10 Assignment 5   Assignment 5: Persuasive Paper Part 3: Possible Disadvantages, Answers, with Visuals Due Week 10 and worth 250 points ***SEE Persuasive Paper 1 & 2 to assist in instructions (located at end of request)**** Using feedback from your professor on Part 1 & 2 (the rubic total value 185 out of 200), revise Parts 1 and 2, and add Part 3. Plan to include visuals to illustrate the advantages of your proposed solution. Write an eight to ten (8-10) page paper in which you: Provide Part I: Revision of A Problem Exists (3-4 pages) 1. Revise your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. Provide Part 2: Revision of Part 2: Solution to Problem and Advantages (3-4 pages) 2. Revise your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates. Develop Part 3: Possible Disadvantages, Answers, with Visuals (1-2 pages, for 7-9 total pages) 3. Included a defensible, relevant thesis statement in the first paragraph. 4. State, explain, and support the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one (1) paragraph. 5. State, explain, and support the second (and third if desired) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one or two (1-2) paragraphs. 6. Include one or two (1-2) relevant visuals that help illustrate an advantage. 7. Use effective transitional words, phrases, and sentences. 8. Provide a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Repeat or paraphrase your thesis statement. 9. Develop a coherently structured paper with an introduction, body, and conclusion. 10. Use one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims. 11. Support disadvantages and answers with at least two (2) additional quality relevant references. Use at least eight (8) total for Parts 1, 2, and 3. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting guidelines: Be typed, double spaced, using Times New Roman font (size 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. Include 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: Recognize the elements and correct use of a thesis statement. Associate the features of audience, purpose, and text with various genres. Analyze the rhetorical strategies of ethos, pathos, logos in writing samples and for incorporation into essays or presentations. Correct grammatical and stylistic errors consistent with Standard Written English. Prepare a research project that supports an argument with structure and format appropriate to the genre. Revise drafts to improve clarity, support, and organization. Recognize how to organize ideas with transitional words, phrases, and sentences. Incorporate relevant, properly documented sources to substantiate ideas. Use technology and information resources to research selected issues for this course. Write clearly and concisely about selected topics using proper writing mechanics. Points: 250 **********************************************************Rubric Detail********** below Assignment 5: Persuasive Paper Part 3: Possible Disadvantages and Answers Criteria Unacceptable Below 60% F Meets Minimum Expectations 60-69% D Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Revise your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. Weight: 5% Did not submit or incompletely revised your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. Insufficiently revised your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. Partially revised your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. Satisfactorily revised your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. Thoroughly revised your Persuasive Paper Part 1: A Problem Exists, using feedback from the professor and classmates. 2. Revise your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates. Weight: 5% Did not submit or incompletely revised your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates. Insufficiently revised your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates. Partially revised your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates. Satisfactorily revised your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates. Thoroughly revised your Persuasive Paper Part 2: Solution to Problem and Advantages, using feedback from the professor and classmates. 3. Included a defensible, relevant thesis statement in the first paragraph. Weight: 5% Did not submit or incompletely included a defensible, relevant thesis statement in the first paragraph. Insufficiently included a defensible, relevant thesis statement in the first paragraph. Partially included a defensible, relevant thesis statement in the first paragraph. Satisfactorily included a defensible, relevant thesis statement in the first paragraph. Thoroughly included a defensible, relevant thesis statement in the first paragraph. 4. State, explain, and support the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one (1) paragraph. Weight: 10% Did not submit or incompletely stated, explained, and supported the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and did not submit or incompleted provided a logical answer in one (1) paragraph. Insufficiently stated, explained, and supported the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and insufficiently provided a logical answer in one (1) paragraph. Partially stated, explained, and supported the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and partially provided a logical answer in one (1) paragraph. Satisfactorily stated, explained, and supported the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and satisfactorily provided a logical answer in one (1) paragraph. Thoroughly stated, explained, and supported the first disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and thoroughly provided a logical answer in one (1) paragraph. 5. State, explain, and support the second (and third if appropriate) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and provide a logical answer. This should be one or two (1 or 2) paragraphs. Weight: 10% Did not submit or incompletely stated, explained, and supported the second (and third if appropriate) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and did not submit or incompletely provided a logical answer in one or two (1-2) paragraphs. Insufficiently stated, explained, and supported the second (and third if appropriate) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and insufficiently provided a logical answer in one or two (1-2) paragraphs. Partially stated, explained, and supported the second (and third if appropriate) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and partially provided a logical answer in one or two (1-2) paragraphs. Satisfactorily stated, explained, and supported the second (and third if appropriate) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and satisfactorily provided a logical answer in one or two (1-2) paragraphs. Thoroughly stated, explained, and supported the second (and third if appropriate) disadvantage (economic, social, political, environmental, social, equitable, ethical/moral, etc.) to your solution and thoroughly provided a logical answer in one or two (1-2) paragraphs. 6. Include one or two (1-2) relevant visuals that help illustrate an advantage. Weight: 5% Did not submit or incompletely included one or two (1-2) relevant visuals that help illustrate an advantage. Insufficiently included one or two (1-2) relevant visuals that help illustrate an advantage. Partially included one or two (1-2) relevant visuals that help illustrate an advantage. Satisfactorily included one or two (1-2) relevant visuals that help illustrate an advantage. Thoroughly included one or two (1-2) relevant visuals that help illustrate an advantage. 7. Use effective transitional words, phrases, and sentences. Weight: 5% Did not submit or incompletely used effective transitional words, phrases, and sentences. Insufficiently used effective transitional words, phrases, and sentences. Partially used effective transitional words, phrases, and sentences. Satisfactorily used effective transitional words, phrases, and sentences. Thoroughly used effective transitional words, phrases, and sentences. 8. Provide a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Repeat or paraphrase your thesis statement. Weight: 10% Did not submit or incompletely provided a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Did not submit or incompletely repeated or paraphrased your thesis statement. Insufficiently provided a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Insufficiently repeated or paraphrased your thesis statement. Partially provided a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Partially repeated or paraphrased your thesis statement. Satisfactorily provided a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Satisfactorily repeated or paraphrased your thesis statement. Thoroughly provided a concluding paragraph to summarize the proposed solution, its advantages, possible disadvantages, and answers to the disadvantages. Thoroughly repeated or paraphrased your thesis statement. 9. Develop a coherently structured paper with Use effective transitional words, phrases, sentences, and 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 introduction, body, and conclusion. Satisfactorily developed a coherently structured paper with an introduction, body, and conclusion. Thoroughly developed a coherently structured paper with an introduction, body, and conclusion. 10. Use one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims. Weight: 5% Did not submit or incompletely used one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims. Insufficiently used one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims. Partially used one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims. Satisfactorily used one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims. Thoroughly used one (1) or more rhetorical strategy (ethos, logos, pathos) to explain claims. 11. Support disadvantages and answers with at least two (2) additional quality relevant references. Use at least eight (8) total for Parts 1, 2, and 3. Weight: 5% No references provided Does not meet the required number of references; all references poor quality choices. Does not meet the required number of references; some references poor quality choices. Meets number of required references; most references high quality choices. Meets number of required references; all references high quality choices. 12. Clarity, writing mechanics, and APA formatting requirements (including in-text citations and reference page) Weight: 25% More than 8 errors present 7-8 errors present 5-6 errors present 3-4 errors present 0-2 errors present Part 1 & 2 paper Adult Punishment for Juveniles: Part 1 & 2 Sherri Hines Strayer University ENG 215 Research & Writing Assignment 4 Professor Danyelle Revell August 20, 2017 Introduction Juvenile delinquency is becoming a global problem, and it is sad that the rate of committing crimes is high compared to the rate of solving them. The rising numbers of homicides today are attributed to juveniles who have had criminal histories positing that this is usually not the first time they are indulging in crime. Because of the repeating cases of delinquency, courts are supposed to treat and try the juveniles in the same manner that the adults who have committed the same crimes are tried. The fact that the both juveniles and adults should be subjected to the same charges and judgment may be quite difficult for many people to comprehend. The key reason for this is that a larger percentage of the population thinks that the charges could be too hard and dehumanizing for the juveniles to take. However, juveniles should not be seen as immature beings because, at this age, they can distinguish between what is right or wrong making them eligible to make decisions on their own (Petersilia, 2003). Consequently, they should be accountable for their actions by being punished accordingly without sympathy as this is an avenue to raise their awareness that taking part in criminal activities is illegal. The only approach that is being used in the criminal systems as per now is the rehabilitation method, and the juveniles are not taking it seriously anymore. As a result, there are repeated cases of juvenile delinquency and to make matters worse, the crimes are perpetrated by the same individuals who have gone through the correctional centers. It appears that the forms of discipline that are administered at the rehabilitation centers are lenient on these adolescents thus making crime as part of them without fear of going through the same processes in the centers. The juveniles should be tried as adults as it was the case many decades ago in the 1700s and this is undebatable. During this time, there were few cases of children committing crime although this approach led to considerable disapproval from the public. Trying and charging juveniles the same way as the adults resulted in problems such as the inability to separate the criminals based on their age, gender or the status of the mind. Therefore, there was a significant urge to shift this approach, and in the year 1825 new legislative measures came to rise. At this time, juveniles and adults were charged differently until it was concluded by the law that the juveniles had acquired the right age to be treated as adults. Thus, this indicates that some factors should first be considered when trying juveniles in the criminal justice system (Scott, 2008). The factors to be deliberated before any action is taken are; social, ethical and political aspects. It is no doubt that the society plays a vital role in shaping the behavior of children who are at the developmental stage. When dealing with the juvenile criminals, members of the community have pointed out that the criminal justice should sympathize with the young people and instead offer less strict punishments. What these community members fail to understand is that the children are in a position to discern what is moral from the immoral and perpetrating crime is the choice they have made (Muncie, 2005). Most of teenage criminals who are taken to the rehabilitation centers resume to their deviant ways, and they cause social unrest. The society contributes a lot in nurturing criminals, and it happens when they ignore the frequent acts of deviance among their children as they grow up. It is important that people are aware that a crime is detrimental regardless of the perpetrator's age. Therefore, juveniles who commit gross crimes like murder and severe assaults are not supposed to receive any form of sympathy or treated as a minor thus preventing justice. The political arena is another field that affects the approach of trying juveniles. Many courts in the society today have defined rules meant for children only, and the rights are against juveniles denied life with parole. However, in some countries, the criminal justice system forgets that there is individual who deserves justice and their focus has instead been shifted to the age of the children. Even though the juveniles may be of a youthful age, this should not prevent the criminal justice system from providing justice and safeguarding the community. Much of the focus in the legal system is on the ethical issues that surround the trial of juveniles in an adult court with little attention on the intensity of the crimes committed by the children. A significant disadvantage that comes about with the inclusion of morality in charging the juveniles is that the offense committed is forgotten and people are now alarmed at the harsh treatment that the child is possibly going through. The thought of a child being in adult court, and being judged as an individual shock many people because they know that the children too will be tried as adults and face real consequences. The presence of conditions that protect the criminals has made it possible for the judges to reduce the sentences on the criminal especially those that promise to change once they are out of custody (Levitt, 1998). Despite the great outcry to treat juveniles as adults, if proper conditions for the children are not taken care of, ethical considerations will be infringed and lead to grave consequences. The only way to reduce the criminal cases in the world is to try all criminals in the same way regardless of their age. An individual who can commit a serious crime like murder should be punished accordingly. It does not matter if the criminal is a juvenile or an adult and what is more important is that the courts can deliver justice always especially those who are victims of the crimes. It is time the society fought for justice for all and not blinded by the age of the teenager who commit crimes and to facilitate this move; parents are the ones required to play a prominent role in their children's life. It might be quite a difficult decision for the parents to allow them to undergo trials like adults (Muncie, 2005). However, parents should know that this is a sure bet and it goes with no doubt that an experience in an adults' court may make the children change their deviant ways. In conclusion, the only way to reduce juvenile delinquency is to allow the criminal justice system to consider all crimes equal and they should not judge the criminals based on their age. However, this approach should not mean that trying the children as adults makes them cease being minors. Thus, their rights should still be upheld even as they undergo trial in the adult courts. Any violation of these rights will pose ethical considerations, and the courts are supposed to prevent juvenile denial of rights. If an individual can reason and make decisions, there is no reason why adults who commit the same crimes as minors should be judged differently. Solutions and Advantages Juvenile delinquency is a problem that has its roots deeply engrained in the society, and before more damage is done, some solutions should be implemented. The solutions should cover all spheres like; political, social and economic sectors and it is in this way that the juvenile delinquency can be effectively managed. If violence is used on children, it will not only endanger their lives but also impact their development process, and therefore, everybody should commit their time and resources and find the possible ways to address this global issue. Involving everyone is of the critical essence because it has been noted that the effective ways to get rid or at the very least minimize the global problem lies within the social set up and the efforts of the involved stakeholders. Relying on a single board of individuals may not be of help, and much may not be attained in looking for the answers (Siegel and Welsh, 2011). The inclusion of people's time and resources is efficient because the problem will be dealt with at the grassroots levels and contained before it spreads its branches to the entire world. Therefore, the solutions that will be discussed will be accompanied with their advantages and the extent to which they help solve the problem. Poverty eradication and economic advancement are essential. Most of these juveniles have been reported to hail from humble backgrounds with little resources to sustain their needs. The children thus indulge in criminal activities like robbery as an avenue of acquiring valuables or money to meet their requirements (Kurlychek, 2010). The economic advancement is thus an advantage to the juveniles because programs, especially in the professional development, have been set up to assist the youth in generating income. If the young people have several economic opportunities to choose from, crimes rates will decline, and social security will be maintained. Poverty always disadvantages those living below poverty line and subjects them to extreme conditions. Thus, the pathos appeal which elicits emotion among individuals falls into this category. There will be a significant difference in upgrading the lives of the poor because once many people are economically empowered, the society will benefit. Also, emotions like happiness, gratitude, and fulfillment will be produced not only from those who are assisted but the entire world. The society too has a role to play in solving delinquency among the young people. The introduction of several social amenities like the team building groups, ways of controlling aggression, educational programs, and conflict resolution will give the juvenile a chance to engage in more productive activities other than crime. These social programs assist the youths sharpen their cognitive skills that will make them able to differentiate between what is wrong or right and control unnecessary aggression. Those children who exercise and portray such skills are often brought up in strong households where their caregivers instill these values. Children, community members and the law enforcers who take part in these local programs have admitted that indeed there are positive outcomes (Siegel and Welsh, 2011). The ethos rhetorical appeal applies in this case because of the conservation of human life and property. In other words, the development of the social networks and programs means that destruction of property is reduced death rates are minimized. Ethos applies ethics in every perspective which implies that the societal strategies to be brought into practice will follow all the standards to be able to transform the lives of the young people. In the political sector, the political leaders are the ones who have more control on the issues taking place in the society. There is a great need for political incorporation when it comes to the lives of the youth. Since the political leaders are the ones responsible for making the laws, it is critical that the rules they implement favor the children as well. By involving the political divide, leaders will be able to understand the youth grievances and thus take part in allocating the necessary resources that will improve their lives and that of their families (Kurlychek, 2010). Consequently, these political leaders can as well pick out on some youth to be leaders of their fellow young people and once there is a leader who is one of them in the political segment, they are assured that their problems will be adequately addressed. The political solution uses the logos rhetorical appeal. It is logical that the representation of the youth in politics will help curb juvenile delinquency. Further, it will ensure that the young people are well represented in the criminal justice system and that fair trials are passed. In conclusion, safety is important for every individual, and without it, it is hard to attain the desired life. Criminal cases are on the rise, and this is so because the right methods to control the global problem have not been installed. Also, as pointed out earlier, parents, guardians, and caregivers all contribute to the rising rate of the problem either directly or indirectly. Therefore, it is the role of everyone to take part in handling the issue, and it should not always be the sole responsibility of the criminal justice system to deal with the law breakers. Early preventive approaches prevent the problem from reaching the extremes. Moreover, trying children who commit the same crimes as adults is a method that should be introduced in courts and the young criminals must undergo the same consequences just like the adult criminals. No criminal is bigger than the other simply because there is a difference in age between the perpetrators. The old and the conventional method of sending children to rehabilitation center should be a thing of the past because the children themselves do not take correction from these centers seriously. The mere thought of being tried as an adult is enough to scare away young criminals, and in this way, the juvenile delinquency will be exterminated from the society within no time. References Cullen, F. P. (2002). Public support for correctional rehabilitation in America: Change or consistency. Changing attitudes to punishment, 128-47. Kurlychek, M. C. (2010). Juvenility and punishment: Sentencing juveniles in adult criminal court. Criminology, 725-758. Levitt, S. D. (1998). Juvenile crime and punishment. Journal of political Economy, 1156-1185. Muncie, J. (2005). The globalization of crime control—the case of youth and juvenile justice: Neo-liberalism, policy convergence and international conventions. Theoretical Criminology, 35-64. Petersilia, J. (2003). When prisoners come home: Parole and prisoner reentry. Oxford University Press. Scott, E. S. (2008). Adolescent development and the regulation of youth crime. The Future of Children, 15-33. Siegel, Larry J.; Welsh, Brandon (2011). Juvenile Delinquency: The Core (4th ed.). Belmont, CA: Wadsworth/Cengage Learning. ISBN 0534519326.