MCWP 50 University of California San Diego SEC48 Criminal Punishment Annotated Bibliography

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MCWP 50/125 Spring 2021 Annotated Bibliography Rubric Instructor: Grading Criteria Underprepared Developing Analysis (¶1) Misunderstands Uneven recognition and Applies the language of functions of the elements understanding of TCOR to identify the of argument, and/or argument elements; too elements of argument in the consists exclusively of reliant on summary sources included summary rather than argument analysis Assessment (¶2) No position within Uneven or simplistic Position within academic academic discussion position within discussion; source purpose, identified; does not assess discussion identified; audience, limitations; type sources or misunderstands limited source of source; publisher the task; no explanation of assessment; minimal credibility publisher credibility consideration of publisher credibility Student: Competent Identifies most parts of the argument correctly and demonstrates understanding of the text’s argument; minimal summary Positions most sources within academic discussion; applies criteria for source assessment consistently; most publishers are examined for credibility Grade: Strong Exemplary Identifies all elements of Well-articulated, correct argument correctly and identification of all parts of demonstrates strong the argument and complex understanding of the text; engagement with the almost no summary author’s text; no reliance on summary Positions all sources Clearly positions all sources within academic within discussion; robust, discussion; shows a thorough application of strong understanding of criteria for source source assessment; assessment; detailed credibility of all consideration of publisher publishers examined credibility Reflection (¶3) Sources’ contributions to the project; explanation of sources’ engagement to the other annotated sources Inadequate exploration of sources’ contributions to project; fails to reflect on relationships to other sources Minimal reflection of sources’ contributions and/or relationships to other sources Adequate reflection of contributions to the project and relationship to other sources; may have uneven coverage of areas Strong, consistent reflection of sources’ contributions to the project and sources’ relationship with other annotated sources Detailed and robust reflection of contributions to the project and connections among sources Breadth of Sources Demonstration of research techniques and type of sources Sources included indicate no research beyond initial search engine query Sources included indicate little research beyond initial database search Sources included indicate some research though breadth of sources is limited Sources included indicate serious attempts at research Sources included give strong indication of thoughtful, in-depth research MLA Documentation Bibliographic information; citations, format Omissions impede identification of sources, readability Occasional lapse of MLA requirements does not impede reader Rare lapse of MLA requirements Meets all MLA documentation, formatting requirements Mechanics Word count, language, grammar, syntax, punctuation, academic conventions Word count significantly differs from that required; mechanics interfere with communication; doesn’t follow academic conventions Most sources readable, identifiable despite errors or omissions in MLA requirements Word count consistently below or above that required; errors occasionally impede communication; uneven use of academic conventions Word count may occasionally be below or above minimum; competent use of mechanics and academic conventions Word count rarely below or exceeds assignment; few, minor errors; strong use of academic conventions Word count as assigned throughout; meaning clear with rare to no errors; use of academic conventions exemplary Minor revisions only; limited engagement in class activities, workshops, and conferences Moderate revision; consistent preparation for and participation in most activities including workshops and conferences Substantial growth in drafts; some global revision; active participant in and preparation for all activities and conferences Comprehensive growth in drafts; global revisions; strong preparation and engaged participation in all activities and conferences Participation Criteria Revision, Workshops, Readiness to Work Revision; contribution to workshops; preparation for class activities and conferences No notable changes to drafts; unprepared or unengaged in class activities and conferences Moving Forward: LAST NAME 1 MUIR 50 – PRACTICE AB ENTRY GUIDELINES Using the Russell-Brown article from our course reader, draft a practice Annotated Bibliography entry. For this exercise, you’ll only write Paragraph 1 – Analyze and Paragraph 2 – Assessment. Refer to the sample entry for more info. You must use TCR – “Making Good Arguments” (Ch. 7) to apply the course terms (do your best!) and AWR to assess source credibility. You must upload your Practice AB before the start of your section on Monday. You will also exchange Practice AB entries in a workshop during class. Paragraph 1 Analyze each source’s argument including the author’s topic or issue, main claim, kinds of subclaims/reasons, evidence, acknowledgements & responses, and warrants. This is similar to Paper #1 in MCWP 40. (125-150 words) Paragraph 2 Assess how each source fits into the academic discussion about the topic. Assessment includes the reliability of the author and information, the source’s goal and potential limitations, the audience, the purpose, and what the publication (publisher, media, date, etc.) of the source tells you about its credibility. (100-125 words) ASSIGNMENT NOTES: • Do not quote from the articles (1-3 word terms or phrases only and sparingly) • Use the course terms! Identity the elements of argument directly. “The main claim is _____”. • Do not summarize the article’s content, focus on analyzing it • Do not repeat information readily available in the citation • You may have to briefly look up additional information for the Assessment MLA FORMATTING TIPS: • Font: Times New Roman, 12-point font • Upload your document as a .doc or .docx • Include your name, instructor’s name, course title/section, and the correct date on the first page of your assignment • Use a Header with your Last Name and page # on the upper right corner • 1-inch margins on all sides, left align (not justified) text. Double space lines and do not add extra lines between paragraphs. Indent the first line of each new paragraph. • Put all AB entries in alphabetical order, one after another with no extra spaces between. USE A Writer’s Reference R-tab on Researching and MLA tab for additional assignment info and MLA conventions. LAST NAME 1 NAME Professor Guillén Muir 50 section XX DATE Assignment Title Russell-Brown, Katheryn. “Go Ahead and Shoot—The Law Might Have Your Back: History, Race, Implicit Bias, and Justice in Florida’s Stand Your Ground Law.” Deadly Injustice: Trayvon Martin, Race, and the Criminal Justice System, Eds. Devon Johnson, Patricia Y. Warren, Amy Farrell, NYU Press, 2015, pp. 115-145. Begin with a simple statement identifying what the article is about. Refrain from oversummarizing. Move straight into identifying the main claim and be as precise as possible. Next, identify subclaims/reasons but do not feel as though you need to directly quote from the source, instead, focus on paraphrasing. Explain the type of evidence that the author provides – statistics? Quotations from other experts? Case studies? Interviews? Does the author acknowledge other positions or contest other scholars’ work, seem to respond directly to another commonly held view or value system? Does the author identify any areas that they did not cover in the article? Lastly, try your best to identify any warrants of the argument. This is about the amount of space you should dedicate to each first paragraph in each entry. Use TCR – “Making Good Arguments” to clarify any course terms that you may have difficult with for each entry. (125-150 words, sample here is 149) In order to explain how this source fits into the academic discussion of the topic, refrain from repeating the language of the prompt and info from the citation. This means you must consider the author’s credibility in this field. What is their specific area of expertise? What is the LAST NAME 2 goal of the source? Consider limitations: when was it written? Is it part of an active academic debate? Who is the intended audience, as in, who is likely to purchase, read, or subscribe to it? Remember, the source purpose is NOT the same as the article’s argument. Also, what is the publisher? This information is sometimes not part of the citation – look it up, it should be a university press or other reputable publisher only. (100-125 words, sample here is 123) For the Practice AB exercise, you will not include Paragraph 3. This paragraph reflects on the relationship among your sources, explain their function in your research project, and what you have learned from them. Be sure to make meaningful connections and stay away from generic language like “this source relates to the other ones on the same topic”. Try to be as precise as possible when explaining what their relationship is – is one source an extension of ideas expressed in another? Did you find this source because the scholar/expert was cited in a different one? Or does this source hold an important counter-position and you may use it as A&R in your paper? (100-125, sample here is 125) Last Name 1 NAME Professor Guillén Muir 50 section XX DATE Assignment Title and Draft # McCauley, Clark. “Constructing Terrorism: From Fear and Coercion to Anger and Jujitsu Politics.” Constructions of Terrorism: An Interdisciplinary Approach to Research and Policy, Eds. Michael Stohl, Richard Burchill, Scott Englund, University of California Press, 2017, pp. 79-90. The main claim is the United States’ response to terrorism is a form of “jiujitsu politics” meaning, it is actually based on anger rather than fear. The first subclaim challenges the definitions of “terrorism” in the US, UK, and United Nations. The second subclaim identifies four consequences of defining terrorism through fear. The last subclaim further defines the concept of “jujitsu politics”. Evidence cited includes legislation and policies such as The Patriot Act, US military manuals, and news sources about terrorist attacks against the US and Europe committed by terrorist groups including al-Qaeda and the Taliban. The author acknowledges that it may be unconventional for counter terrorist officials to reconsider how closely terrorists operate in proximity to their intended targets and then responds that it is a crucial perspective to adopt, nonetheless. One warrant is that counter-terrorist strategies must be open to change in order to maximize efficiency. (149 words) This source is a chapter from an interdisciplinary anthology on definitions of terrorism and is published by the University of California Press. McCauley is a social psychologist at Bryn Mawr College with specialization in the psychology of group identification and conflict. He has Last Name 2 published widely on the topic of terrorism from a psychological perspective and co-founded the journal, Dynamics of Asymmetric Conflict: Pathways toward Terrorism and Genocide. The source’s purpose is to contribute to the interdisciplinary study of terrorism for a comparably interdisciplinary audience of scholars in public policy, political science, psychology and other fields. One limitation may be how definitions of terrorism tend to change depending on presidential administrations in the US and associated domestic and international policy changes. (120 words) Do not worry about Paragraph 3 for Draft 1. (You must include it in Draft 2 & the Final.) Thomas, Victoria E. “Gazing at ‘It’: An Intersectional Analysis of Transnormativity and Black Womanhood in Orange is the New Black.” Communication, Culture & Critique, October 2019, pp. 1-17. https://doi.org/10.1093/ccc/tcz030 The next source citation on your Annotated Bibliography should immediately follow the last paragraph of the previous entry with no line spaces in between. Your entries should all be in alphabetical order according to author’s last name in the correct MLA citation format. Refer to AWR’s entire section on MLA formatting and R3-e, do not rely on copy and pasting from online sources only. Incorrect formatting will impact your overall assignment grade.
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Explanation & Answer

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Zhou 1
Xiaoya Zhou
Dr. Melinda Guillén
MCWP 50 section 048
31 March 2021
Annotated Bibliography
Bridges, George S., Robert D. Crutchfield, and Edith E. Simpson. "Crime, social structure
and criminal punishment: White and nonwhite rates of imprisonment." Social
Problems 34.4 (1987): 345-361.
The authors’ central claim is that individuals of low social-economic standing are more
likely to be punished than those of high socioeconomic status. One sub claim is that most whites
have a good economic background compared to the nonwhites, and their level of incarceration is
lower. Bridges and colleagues wanted to know how the various attributes of a society’s social
structure impacted or affected criminal punishment. As a result, they carried out a study to
examine the relationship between the two. The results of the study are in line with what Marxist
theorists stipulated and to be more specific that punishment is given according to an individual’s
economic level and that law is a tool used by the elites in the society to control the poor and the
powerless (129).
This study is relevant to this research as it helps show the relationship between the socialeconomic standing of an individual and the punishment likely to be awarded in court. The
sample size used in the study was large, which increases the credibility of the results attained.
Also, the procedure followed did not leave room for bias which increases the credibility of the
results. All three researchers were sociology professors at the University of Washington making
the study credible. Oxford Academic published the work in 2014 after confirming the validity of

Zhou 2
the study and was meant for people in position of power who can enact the recommendation. The
only limitation is that not all the States were considered in coming up with the sample (123).
The main reason I picked this article is that the study shows the relationship between
social-economic background and incarceration. It will aid to portray the disparity in punishment
awarded in court based on an individual's economic standing in a society. The poor are more
likely to be incarcerated than the wealthy even though they have committed the same illegal act.
The information presented in this study is in line with the argument and evidence presented by
Garland and colleagues in their journal article. To be more specific, the poor are more likely to
receive punishment such as incarceration compared to their wealthy counterpart (103).
Garland, Brett E., Cassia Spohn, and Eric J. Lodahl. "Racial disproportionality in the
American prison population: Using the Blumstein method to address the critical
race and justice issue of the 21st century." Justice Policy Journal 5.2 (2008): 1-42.
Garland and colleagues’ main claim is that the Blumstein method can be used to address
injustice the poor people of color face in the criminal justice system. One subclaim is that one of
the significant issues in contemporary criminal justice is the inequality the poor face. More
specifically, the disadvantaged Hispanic and African Americans due to their wanting economic
backgrounds have a higher incarceration rate compared to the wealthy Whites. Using evidence
from various studies and reputable sources, they provide a recommendation of how to deal with
the discrimination the poor minority races face in the justice system. To be precise, they prove
that the Blumstein method can be used to address this injustice the poor people of color face. The
method can be instrumental in identifying, monitoring, and predicting locations in the justice
system where discrimination based on race and class is likely to occur (146).

Zhou 3
This peer-reviewed article is relevant to my research as it provides a key recommendation
that can eliminate the inequality the poor face in the justice system. All three authors are senior
professors of criminology, which makes it credible. Garland is a professor at the Missouri State
University, Spohn is a professor at Arizona State University, and Wodahl is a Professor at the
University of Wyoming. The article was published in 2008 in the Journal Polity Journal. They
also quote different renowned individuals in the field like Alfred Blumstein, which increases the
credibility of their arguments. Even though his article is more than a decade old, the
recommended method to reduce the inequality the poor face in the justice system is still sound
(122).
The main reason I picked this article is that the authors depict the relationship between an
individual's economic background and their incarceration rate. They also outline a sound solution
to help deal with the predicament which is adopting the Blumstein method to identify, monitor
and predict locations in the justice system where discrimination based on race and class is likely
to occur. Like the article by Taylor and colleagues and Garland and colleagues, the authors
provide a recommendation on how to end the injustice the people of color face in the judicial
system face due to their wanting economic background (100)
Reiman, Jeffrey, and Paul Leighton. The rich get richer and the poor get prison: Thinking
critically about class and criminal justice. Routledge, 2020.
The authors’ main claim is that the justice system is flawed, and the prisons are full of
economically disadvantaged individuals when the wealthy who actually cause a lot of harm with
their greed and predator behavior are not punished. The first sub claim is that even though the
United States claims that it is tough on crime, the evidence of its efforts is very limited. The
second sub claim is that the wealthy individuals who commit illegal acts use their corporate

Zhou 4
leadership, power, resources, and influence to manipulate situations in the justice system, like
evidence tampering or paying off the judges, to avoid going to jail. The last claim is that due to
lack of accountability on their part, the wealthy deem themselves untouchable and continue
engaging in crime, and the poor are at a disadvantage (136).
This work is helpful in my research as it will helps depict why even though the poor and
the rich may engage in the same illegal acts in the streets when caught, only the poor man is
likely to be incarcerated. The arguments presented in this peer review piece of work are
supported by solid evidence hence is reliable. Also, the book was published last year by the
renowned publisher Routledge, which makes the information valid and up to date. It was meant
for scholars seeking to understand the injustice in the system. The authors are also renowned
sociology and criminology professors and researchers from the University in Washington and
Eastern Michigan University, which make the information from the work credible (121).
This work will help shed light on the disparity that exists between the poor and the rich in
the justice system. To be more specific, it helps indicate that due to their corporate leadership,
resources, power, and influence, the rich are hardly ever incarcerated. The poor, on the other
hand, lack the resources to buy out their way. It a reason why even though the wealthy and the
poor may perform the same criminal act, the poor man is more likely to be incarcerated while the
rich man is set free. This information is in line with the evidence provided in the article by
Bridges and colleagues (107)
Taylor, Evi, Patricia Guy-Walls, Patricia Wilkerson, and Rejoice Addae. "The Historical
Perspectiv...


Anonymous
Just what I was looking for! Super helpful.

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