Crime in School and Economics of Social Issues

Crime in School and Economics of Social Issues

Crime in School and Economics of Social Issues. The paper should be short (at most 4 double spaced pages, including any graphs/tables). The paper should make a clear argument (have a thesis) about the economic forces driving the social issue you are examining and what policies should be implemented to address them. This argument should be supported by economic analysis (at least one graph!). Note that you will need to do some research with outside sources to describe the social issue. Sources must be cited (any format (e.g. MLA, APA, or Chicago Author-Date is fine)) and plagiarism will not be tolerated.

See paper grading rubric, below, for more information on grading.

Paper grading rubric (out of 24 points; 20% of class grade)

Points 1 2 3 4

Course connection It is obvious that the author has not retained any information from the course. The author has retained some information from the course, but does not fully understand its meaning or context and cannot clearly convey it to others. The author has retained most information from the course, but there are slight errors in concepts or explanations. The author directly and clearly communicates the main question or issue. The author has retained nearly all of the knowledge presented in class and is able to synthesize this knowledge and relate it to a new context.

Argument No attempt is made to articulate an argument. The author attempts but fails, to make an argument. An argument is present, but the reader must reconstruct it from the text. The paper contains a clear argument—i.e., lets the reader know exactly what the author is trying to communicate.

Evidence Either no evidence is provided, or there are numerous factual mistakes, omissions or oversimplification.

Not enough evidence is provided to support the author’s argument, or evidence is incomplete, incorrect, or oversimplified.

Provides necessary evidence to convince the reader of most aspects of the main argument but not all. The importance of some evidence presented may not clear. Provides compelling and accurate evidence that convinces the reader to accept the main argument.

The importance/relevance of all pieces of evidence is clearly stated.

Graphics (or Tables) Student uses superfluous graphics or no graphics Student occasionally uses graphics that rarely support text. Student’s graphics relate to text. Student’s graphics explain and reinforce text and are well-presented.

Mechanics Student’s paper has four or more spelling errors and/or grammatical errors. Paper has three misspellings and/or grammatical errors. Paper has no more than two misspellings and/or grammatical errors. Paper has no misspellings or grammatical errors.


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