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You are a rising star in the police department. You are a young Detective in the Crimes Against Persons Division. Your mentor has helped you many times over your brief career and you trust him and have followed his guidance every step of the way. At a recent neighborhood picnic you and your mentor had a brief conversation about your next career move and how to continue on what appears to be a fast moving career. During the conversation your mentor tells you that all you really need at this point is to break a big case and that will lead you to the Chief of Detectives Division within a few years.
A few months later you are working a child abduction and murder case of a young girl. This case has reached national significance because the father is a well-known Fortune 500 Executive. While in the office you receive a call that John Doe is responsible for the abduction and murder. The caller tells you where you can find John Doe and the body. You lead the crime scene team to the location where the caller told you the body could be found. The team discovers a shallow grave and it contains a body of a young girl what matches the description of the missing girl.
You and your partner obtain a search warrant for John Doe’s apartment. John Doe is there and he is taken into custody. While he is being led away he turns to you and yells out that you won’t find anything here and you are not smart enough to link him to anything. A thorough search failed to recover any evidence that might link John Doe to the abduction and murder. You’re angry based on what John Doe told you. You remain calm. You know John Doe abducted and murdered that young girl and know that this could be “the case” that makes your career. As you and your partner are about to leave the John Doe’s apartment you observe your partner take a piece of clothing that the young girl’s parents gave you early on in the case in the event that search dogs could be used to search for a body. Your partner enters the apartment and places the clothing in a clothes hamper. A few minutes later another Detective finds the clothing and marks it as evidence.
For this discussion assignment you are required to identify the ethical issues and provide a course of action.
MINI-PAPER
Instructions
Mini-Papers are single page reflections on a question or exercise. The paper is an opportunity for the student to demonstrate their comprehension of the course material and to apply it to the situation presented. The paper is also an opportunity for the student to demonstrate composition skills. Feedback will be provided for both content and composition.
Assignment: In the week that includes the Mini-Paper, a separate assignment will appear in the Discussions section of the classroom. These special Mini-Paper questions are NOT to be answered in the Discussions. The one-page response is to be submitted as a MS WORD document in your Assignment Folder by the due date specified.
Format: One full page, headed with the student’s name. Narrative must be double spaced, with1 inch margins, written in #12 font. References from the reading materials must be cited in the narrative (page number). For some Mini-papers, outside sources will be required; to be cited in APA format on a separate page.
Due Date
Nov 1, 2015 11:59 PM
Hide Rubrics
Rubric Name: Composition Skills Rubric 1-30-15
Criteria Excellent 100- 90.0 % Equivalent to A Superior 89.9 – 80.0 % Equivalent to B Satisfactory 79.9- 70.0 % Equivalent to C Unsatisfactory Equivalent to D (60.0 – 69.9 %) or F (0-50.9) %
Responsive to the question or topic Maximum point value = 10 10 points
Composition is on target and completely responsive to the topic
Range = 9.0-10
8.9 points
Composition is generally on target but includes some irrelevant material or misses an small part of the assignment
Range = 8.0-8.9
7.9 points
Composition is somewhat on target but is dominated by a side or sub-topic. Nearly all of the required elements are addressed
Range = 7.0 – 7.9
6.9 points
Composition is not on target and is not responsive to the Project Description
D Range =6.0 – 6.9 F Range =0 – 5.9
Organization Maximum point value =10 10 points
Clear evidence of an outline. Composition is well organized with opening or introduction paragraph as well as closing or summary paragraph
Range = 9.0-10
8.9 points
Use of an outline is likely. Content flows in a logical pattern from beginning to end with an even emphasis on each major element
Range = 8.0-8.9
7.9 points
With or without evidence of an outline, the paper is well balanced and comes to a supported conclusion
Range = 7.0 – 7.9
6.9 points
Content is askew in its presentation. Topics are redundant and out of sequence.
D Range =6.0 – 6.9 F Range =0 – 5.9
Grammar Maximum point value =20 20 points
Appropriate grammatical (third) person, appropriate balance of names and pronouns, appropriate and consistent subject-verb agreement, etc.
Range = 18.0 = 20.0
17.9 points
Occasional transition between persons, or minor over-use of pronouns but content of the paper remains clear
Range = 16.0 – 17.9
15.9 points
Paper written in the wrong grammatical person but content of the paper is clear
Range = 14 – 15.9
13.9 points
Frequent transition between grammatical persons, over-use of pronouns caused confusion in the content of the paper
D Range=10.0-13.9 F Range =0 – 9.9
Vocabulary Maximum point value =10 10 points
Vocabulary is appropriate for a formal collegiate-level paper
Range = 9.0-10
8.9 points
One or two questionable selections in vocabulary or use of terminology
Range = 8.0 – 8.9
7.9 points
Some errors in vocabulary (e.g. contractions, euphemisms, jargon, etc.) that indicate some informality
Range = 7.0 – 7.9
6.9 points
Vocabulary indicated poor understanding of the requirements of a formal collegiate-level paper
D Range =6.0 – 6.9 F Range =0 – 5.9
Paragraph Structure Maximum point value =10 10 points
Appropriate paragraph transition with each change in focus, topic or content
Range = 9.0-10
8.9 points
Some extended paragraph but no impact of the readability of the paper
Range = 8.0-8.9
7.9 points
Numerous extended paragraphs, making the paper difficult to read
Range = 7.0 – 7.9
6.9 points
No paragraph transition. Poor structure interferes with understanding of the content of the paper
D Range =6.0 – 6.9 F Range =0 – 5.9
Sentence Structure Maximum point value =15 15 points
No errors in proper sentence structure
Range 13.5-11.5
13.4 points
Some potential errors…attributed to writing style
Range 12.0-13.4
11.9 points
Minor errors or incomplete or run-on sentences, or punctuation errors.
Range10.5-11.9
10.4 points
Major and numerous errors in sentence structure that interfere with understanding of the content of the paper
D Range =7.5-10.4 F Range = 0 – 10.3
Proofreading Maximum point value =15 15 points
No spelling or punctuation errors
Range 13.5-15
13.4 points
One or two minor spelling or punctuation errors
Range 12.0-13.4
11.9 points
Less than 5 total errors in spelling or punctuation
Range 10.5-11.9
10.4 points
Numerous errors that should have been identified with careful proofreading
D Range =7.5-10.4 F Range = 0 – 10.3
Citations: In-text or narrative of the paper Maximum point value =6 (Note: If citations are not required, rate the same as Proofreading) 6 points
APA format followed without error
Range 5.4 – 6
5.3 points
Minor errors in APA format, or alternate citation format applied
Range 4.8 – 5.3
4.7 points
APA format not use, but source of the material is traceable
Range 4.2 – 4.7
4.1 points
Source not appropriately identified or traceable
D Range =3.6 – 4.1 F Range = 0 – 3.5
Citations: Resource Page Maximum point value =4 (Note: If citations are not required, rate the same as Proofreading) 4 points
APA format followed without error
Range 3.6 – 4
3.5 points
Minor errors in APA format, or alternate citation format applied
Range= 3.2 -3.5
3.1 points
APA format not use, but source of the material is traceable
Range= 2.8 – 3.1
2.7 points
Source not appropriately identified or traceable
D Range =2.4 – 2.7
F Range = 0 – 2.3
Overall Score Level 4
35 or more Level 3
26 or more Level 2
17 or more Level 1
0 or more
