Course Syllabus
CM103: Effective Writing I for Criminal Justice Majors
TABLE OF CONTENTS
Ctrl & Click on a link below to view that section in the syllabus.
Policies
Course Calendar
Course Description
Course Information
Course Materials
Course Outcomes
Discussion Boards
Grading Criteria/Course Evaluation
Instructor’s Grading Criteria/Timetable
Instructor and Seminar Information
Kaplan University Grading Scale
Late Work Policy
Projects
Netiquette
Rubrics
Seminars
Tutoring
COURSE INFORMATION
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Term:
Dates:
Course Number/Section:
Holiday Schedule:
Course Title: Effective Writing for Criminal Justice Majors
Credit Hours: 5
Prerequisites: none
It is strongly recommended that students complete the Campus Tour, available on your
Student Homepage. This essential tutorial discusses hardware and software requirements as
well as presenting an overview of learning with the eCollege platform.
INSTRUCTOR AND SEMINAR INFORMATION
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Instructor Name and Credentials:
Kaplan Email Address:
AIM Instant Messenger Name:
AIM Office Hours (EST):
EST
Course/Seminar Day and Time (EST):
EST
COURSE MATERIALS
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Textbook Information
Book Type: eBook Access the electronic chapters of this book in DocSharing
Hacker, D. (2008). Rules for writers (6th ed.). Boston, MA: Bedford/St. Martin’s Press.
ISBN: 0312541570
Software Requirements
AOL Instant Messenger: (for visiting Prof during Office Hours): If you are not an AIM Member
you can download the free service by visiting the following site: http://www.aim.aol.com/
Microsoft Word: (for completing and submitting your written assignments): If you do not yet
own Word you can purchase it from Microsoft here:
http://office.microsoft.com/en-us/default.aspx
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COURSE DESCRIPTION
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This course is designed to illustrate how writing is used within the Criminal Justice Field. Using
a problem-based model, students will learn how to communicate effectively by applying various
writing styles to real world issues. Additionally, they will identify and further develop their own
writing process. Grammar, mechanics, effective paragraph construction, source use, and APA
formatting and documentation standards will be reviewed, helping students focus on areas that
will improve their writing.
COURSE OUTCOMES
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Course Outcomes: Upon successfully completing this course, you should be able to:
1. Compose original materials in Standard American English
2. Use appropriate documentation as required
3. Illustrate the steps in the writing process
4. Apply course knowledge of communication to a chosen profession
COURSE CALENDAR
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Unit # and Topic Learning Activities
Unit 1: Bachelors
Capstone Overview





Unit 2: Defining The
Problem



Introduce yourself
Read The Writing Process (p.
1-20) in Rules for Writers
Register for the Rules For
Writers website
Visit U-Tools
Explore the Student
Lounge and Virtual Office
Read The Writing Process (2039) in Rules For Writers
Review the Project Overview
Complete the Rules For
Writers online exercises
Assessments





3
Introduce yourself
(graded)
Attend the Seminar or
Submit the Alternate
Assignment (graded)
Attend the Seminar or
Submit the Alternate
Assignment (graded)
Contribute to the
Discussion Board
(graded)
Complete and Submit the
Narrative Essay (graded)
Unit 3:
Brainstorming
Unit 4: Research




Unit 5: Reading
Week





Unit 6: Applying
Research


Read The Writing Process (4057) in Rules For Writers
Complete the Rules for Writers
online exercises

Read Conducting Research
(382-410) in Rules for Writers
Complete the Rules For
Writers Online Exercises

Note: There will NOT be a
seminar in Unit 5
Review Previous Reading
Assignments
Check in with your Academic
Advisor
Visit the My Community page
on KU Campus
Explore U-Tools

Complete and Submit the
Research Report
(graded)
Read Writing APA Papers (p.
476-483)
Complete the Rules For
Writers online exercises

Attend the Seminar or
Submit the Alternate
Assignment (graded)
Contribute to the
Discussion Board
(graded)
Complete and Submit the
Thesis and Outline
(graded)




Unit 7: The First
Draft


Unit 8: Revising



Read Academic Writing (p.
358-380) & Writing APA Papers
(p. 483-495) in Rules for
Writers
Complete the Rules For
Writers online exercises

Read Clarity (p. 109-145) in
Rules For Writers
Visit the KU Writing Center
Complete the Rules For
Writers online exercises

4


Attend the Seminar or
Submit the Alternate
Assignment (graded)
Contribute to the
Discussion Board
(graded)
Attend the Seminar or
Submit the Alternate
Assignment (graded)
Contribute to the
Discussion Board
(graded)
Attend the Seminar or
Submit the Alternate
Assignment (graded)
Contribute to the
Discussion Board
(graded)
Attend the Seminar or
Submit the Alternate
Assignment (graded)
Contribute to the
Discussion Board
(graded)
Unit 9: Putting It All
Together


Read Revising (p.27-39) in
Rules For Writers


Unit 10: Course
Review

Attend the Seminar or
Submit the Alternate
Assignment (graded)
Contribute to the
Discussion Board
(graded)
Complete and Submit the
The Final Draft
Discussion: Reflection
GRADING CRITERIA/COURSE EVALUATION
Assessments
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Number
Points each
Total Points
Introduce Yourself
1
30
30
Seminars
8
30
240
Discussions
7
30
210
Assignments
4
130
520
Total Points
1000 Points
KAPLAN UNIVERSITY GRADING SCALE
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Grade
Points
Percentage
Grade
Point
A
AB+
B
BC+
C
CD+
D
930 – 1000
900 – 929
870 – 899
830 – 869
800 – 829
770 – 799
730 – 769
700 – 729
670 – 699
600 – 669
93-100%
90-92%
87-89%
83-86%
80-82%
77-79%
73-76%
70-72%
67-69%
60-66%
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
5
F
AU
CC
EC
I
NR
P
R
S
TC
U
W
0 – 599
0-59%
Audit
Credit by
Examination
Experiential Credit
Incomplete
Not Required
Pass
Repeat
Satisfactory
Transfer Credit
Unsatisfactory
Withdrawal
Withdrawal in first 25% of term
INSTRUCTOR’S GRADING CRITERIA/TIMETABLE
0.0
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
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All course projects submitted on time will be graded within five days of their due date (the
Sunday of the following unit). Late work will be graded within five days of the submission date.
Seminar Option 1 grades will be updated within 48 hours of the scheduled seminar. Seminar
Option 2 grades and Discussion board grades will be updated each week no later than Sunday
of the week following the Unit’s completion.
WRITING ASSIGNMENT GRADING CRITERIA
The following criteria are used to evaluate your assignments:
1. Follows description as provided in the course,
2. Provides factually accurate information based on the textbook as well as reliable
outside sources,
3. Meets length requirements as described within the project description,
4. Properly credits sources used (in APA format),
5. Follows basic standards for college-level writing—that is, proper grammar, spelling,
and organization,
6. Submitted by the deadline,
7. Meets the criteria for the corresponding grade in the rubrics below.
There are several writing assignments in this course. It is expected that your academic papers
will conform to the standards for college-level writing and that you will properly cite your work
(i.e., give credit to your sources). If you need additional assistance, visit the KU Writing Center
or review Rules for Writers (or the Rules for Writers website).
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UNIT 2 PROJECT RUBRIC: Personal Narrative (130 Total Points)
Credit (130 Points)


No Credit (0 Points)


Student has crafted a narrative-based essay that explains
either 1) his or her reason for pursuing a career in the
Criminal Justice field or 2) why he or she is pursuing an
academic degree in the Criminal Justice field
Concrete-based language and strong imagery are used
throughout the essay to communicate the narrative point.
Narrative-based essay does not focus on student’s career or
reasons for pursuing a Criminal Justice degree
Essay is not submitted
UNIT 5 PROJECT RUBRIC: Research Report (130 Total Points)
Grading categories are sources, analysis, and correctness.
117-130 points (A)
At least four sources are listed. Two sources are from the KU library. Each
source includes the author, title, date, etc. Student attempted to write in APA
format. Three sentences clearly describe the source’s credibility and usability.
Descriptions are clearly written with few or insignificant errors in spelling,
punctuation, grammar, or usage.
104-116.99 points (B)
At least four sources are listed. Two sources are from the KU library. Each
source includes the author, title, date, etc. Some sources may need additional
information. Three sentences describe the source’s credibility and usability.
Some minor revisions may be necessary. Descriptions are written with few
errors in spelling, punctuation, grammar, or usage.
91 - 103.99 points (C)
At least four sources are listed. Two sources are from the KU library.
Descriptions may be missing one of the elements required (Citation, credibility, or
usability information). Further development is needed. Descriptions may have
errors in correctness that do no interfere with overall sense of the paper;
however, they are frequent enough to distract the reader.
90.99 points or below (D/F)
Less than four sources are listed and/or descriptions are absent or not complete.
Less than two sources are from the KU library. Citation information is missing
major elements (author, title, date, etc). Descriptions may have errors in
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correctness that are numerous and interfere with clarity and sense of the paper.
Projects that do not meet project description or are plagiarized will be given a
zero.
UNIT 6 PROJECT RUBRIC: Thesis and Outline (130 Total Points)
Credit (130 Points)


No Credit (0 Points)


A revised thesis statement is included.
An outline is included that shows how the paper will be organized
and how main points for the thesis will be supported with
research information.
A revised thesis statement is not included.
The outline is incomplete (all points are not addressed) or is off
topic.
UNIT 9 PROJECT RUBRIC: The Final Draft (130 Total Points)
A
130117pts
B
116.99104 pts
CONTENT
ORGANIZATION
WRITING STYLE
Includes a strong thesis
statement, introduction
and conclusion. Shows
original thought. Supports
arguments well (no logical
flaws; outside sources
used to support
arguments). Develops
main points clearly.
Skillfully refutes counterarguments and does not
ignore data contradicting
its claim. Refers to at
least five outside sources
in the text and references
page, two of which are
academic sources. Meets
page requirements.
Should be very wellordered. Internally,
each section must
have a strong
internal organization.
Transitions found
between and within
sections must be
clear and effective.
Appropriate to the
assignment, fresh
(interesting to read),
accurate (no farfetched, unsupported
comments), precise
(say what you
mean), and concise
(not wordy).
Project is free of
serious errors;
grammar,
punctuation, and
spelling help to
clarify the meaning
by following
accepted
conventions.
Sources are cited;
an attempt at APA
citation was made.
Includes a good thesis
statement, introduction
and conclusion that need
some revision. Shows
original thought. Supports
most arguments
concretely (outside
Should be wellordered. Internally,
each section must
have a good internal
organization.
Transitions found
between and within
Should generally be
appropriate to the
assignment,
accurate (no farfetched, unsupported
comments), precise
(say what you
Contains some
generally minor
grammatical and
punctuation errors.
Few misspellings.
Sources are cited;
an attempt at APA
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MECHANICS
C
103.99 91 pts
sources supporting most
claims). Develops the
main points clearly.
Refutes counterarguments and does not
ignore data contradicting
its claim, though the
refutation may need
tightening and additional
support. Refers to a
minimum of five outside
sources both in-text and
in the references page,
two of which are
academic sources. Less
than a page short of the
requirement.
sections are mostly
clear and effective.
mean), and concise
(not wordy).
citation was made.
Includes a thesis
statement that needs
revision. The introduction
and conclusion do not set
up or close the paper very
effectively. Shows too
little original thought.
Main points are
adequately defined in only
some areas of the paper;
points may be over
emphasized or repeated.
Some arguments are
supported with outside
research, but others may
not be. Relies too heavily
on personal experience or
one or two sources.
Some obvious counterarguments are ignored or
not well-refuted. The
paper is largely
informative with little
persuasive claim.
Contains references to 34 outside sources, only
one of which is academic.
One to two pages short of
The organization has
a few problems.
Sections lack
transitions, and
several sentences
may be monotonous
or confusing. The
overall structure of
the assignment is not
effective.
Appropriate in
places, but
elsewhere language
is vague and/or
inappropriate.
Numerous
grammatical and
punctuation errors.
Misspellings are
more frequent, but
they are the sort
spell checkers do
not catch, such as
"effect/affect."
Sources are cited.
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the requirement.
D
The thesis statement
identifies a topic but no
claim and needs major
revision. The introduction
or conclusion is poorly
developed. The essay's
main points are
developed inconsistently,
or repetitiously. Many
obvious counterarguments are ignored
and go un-refuted. Relies
too heavily on personal
experience. The paper
does not meet many of
the source requirements.
There are too few in-text
citations or one or two
sources are relied on
exclusively; the
references page may be
missing. The paper is
largely informative with
little persuasive claim.
Three or more pages
short of the requirement.
78 –
90.99
pts
The organization has
multiple problems.
Most sections lack
transitions, and
sentences are often
monotonous or
incomprehensible.
The overall structure
of the assignment is
not effective.
Inappropriate and
vague writing
interferes with the
development and
clarity of the main
points.
F
It meets no or few of the assignment's guidelines.
0-77.99
pts
The components outlined for a 'D' paper are not met.
Many serious and
minor grammar or
punctuation errors;
frequent
misspellings,
including those that
should have been
caught by the spellchecker. All sources
are not cited.
It may be plagiarized.
POLICIES
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Students who wish to review current policies (academic appeals, attendance/tardiness,
plagiarism, 5th week conditional admission, etc.) should refer to the current Kaplan University
Catalog and/or Addendum.
Late Policy
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A maximum penalty of 5% per week will be assessed on all late work, and no late work will
be accepted more than 3 weeks after the original due date or after the conclusion of Unit 9
without prior instructor approval.
Incompletes
Students requesting an incomplete must submit an incomplete agreement to the instructor by
the date listed in the academic calendar. A student must receive written approval from the
instructor to receive the incomplete. All work must be submitted to the instructor by the date
listed in the academic calendar.
TUTORING
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Tutoring and many other resources are available in the Kaplan University Writing Center which
you can access on the right-hand side under Academic Support on your KU Campus page. You
can find everything from using commas to conducting research. You can learn APA citation,
review grammar, see sample essays, and this is just scratching the surface! In addition, you
can also chat with a live tutor during live tutoring hours (listed in the Writing Center) who can
help you locate material within the Writing Center, understand a particular assignment, and
explore the Kaplan library. Finally, you can submit a paper and receive comments specific to
that paper within 48-72 hours.
PROJECTS
Assignment
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Unit
Total Points
Narrative Essay
2
130
Research Report
5
130
Thesis and Outline
6
130
The Final Draft
9
130
A description of all projects to be completed can be found under each of the units in the course.
SEMINARS
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SEMINAR GRADING CRITERIA
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Students can earn credit for course seminars one of two ways—participation in the live seminar
session, or completion of an alternate assignment.
Students who meet the following criteria in their seminar attendance will earn high grades:
1.
2.
3.
4.
5.
Enters the scheduled KHE Seminar sessions on time,
Actively participates throughout the entire session,
Makes frequent and informed references to unit material,
Interacts with peers & instructor throughout the session,
Provides original contributions that further the work of the class.
Alternate assignments, which can be submitted in lieu of seminar attendance, should meet the
following criteria:
1.
2.
3.
4.
5.
Addresses the seminar topic,
Reflects a viewing of the seminar transcript,
Meets the length requirement of 300-500 words,
Properly credits sources used,
Follows basic standards for college-level writing—that is, proper grammar, spelling, and
organization,
6. Submitted by the deadline to the DocSharing area of the classroom. (Select the option
to share w/instructor only.)
DISCUSSION BOARDS
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DISCUSSION BOARD GRADING CRITERIA
Discussion Boards are an important component of your coursework and will solidify your
learning of the topics in each unit. Please refer to the Discussion Board Rubric at the end of the
Syllabus for details on participation requirements and how grades will be determined. You can
also access the rubric in Doc Sharing.
When posting on the Discussion Board,



Communications must be professional and civil at all times. All posts must be done in an
environment which is collaborative.
The goal of discussion is a free exchange of ideas and viewpoints with the freedom to
disagree with one another in a respectful and thoughtful way.
Reread messages and posts before sending them to ensure that your contributions are
positive and diplomatic in tone and content.
Discussion Board Rubric
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Guidelines for
Evaluating
Discussion
Timeliness &
Frequency
Breadth and Depth of Responses
Clarity, Organization,
Grammar , Mechanics
(25% of total points)
(Total Points =
30)
90-100%
(50% of total points)
(25% of total points)
6 points
18 points
6 points
 Responses to each
discussion question
are across at least
three days during the
unit (Wednesday Tuesday)
 Responses are to
several (3 – 5)
students during the
discussion(s)
 Contributions – to each
discussion question and to
classmates - are thoughtful,
include original evaluation,
synthesis or analysis of the topic
on the discussion board
 Responses are relevant,
meaningful, tactful, and original.
 Responses advance the
discussion on the discussion
board
 Contributions are clear
and concise
5 points
16-17 points
5 points
 Minimum of two
postings on each
discussion question –
one original post and
one response to a
class mate - are
across two days
during the unit
 Contributions – to each discussion
question and responses - are
thoughtful, original, and have
some synthesis, analysis and
evaluation of topic
 Clear and
understandable but may
contain minor
(insignificant) errors
(e.g., capitalization,
punctuation)
4 points
14-15 points
4 points
 Postings – to each discussion
question - give adequate,
explanation but limited analysis
of topic
 Responses add no meaning to
discussion, repetitive of reading
or other students
 Brief and limited contribution
 Understandable but
with some difficulty
due to frequent errors
12-13 points
3 points
Exceptional
80-89%
 Contributions are
mechanically and
grammatically correct
Exceeds
70-79%
 Responses are original and
thoughtful, but limited in analysis
of topic
Meets
 Posts (original and
response to
classmate)– on each
discussion question are not throughout
the unit but posted
on 1 day
60-69%
3 points
Needs
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Improvement
 Responses are not
throughout the week
but posted on the
final day of the unit
 Makes only their own
post; no responses to
other students
 Posts simply “agree”
 Postings offer inadequate
explanation or are confusing, or
irrelevant
 Difficulty
understanding posts
due to significant and
pervasive grammatical,
mechanical writing
errors in postings
NETIQUETTE
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Interactions in an online classroom are in written form. Your comfort level with expressing ideas
and feelings in writing will add to your success in an online course. The ability to write is
necessary, but you also need to understand what is considered appropriate when
communicating online.
The word "netiquette" is short for "Internet etiquette." Rules of netiquette have grown organically
with the growth of the Internet to help users act responsibly when they access or transmit
information online. As a Kaplan University student, you should be aware of the common rules of
netiquette for the Web and employ a communication style that follows these guidelines.
 Wait to respond to a message that upsets you and be careful of what you say and how you
say it.
 Be considerate. Rude or threatening language, inflammatory assertions (often referred to as
"flaming"), personal attacks, and other inappropriate communication will not be tolerated.
 Never post a message that is in all capital letters -- it comes across to the reader as
SHOUTING! Use boldface and italics sparingly, as they can denote sarcasm.
 Keep messages short and to the point.
 Always practice good grammar, punctuation, and composition. This shows that you’ve taken
the time to craft your response and that you respect your classmates' work.
 Keep in mind that threaded discussions are meant to be constructive exchanges.
 Be respectful and treat everyone as you would want to be treated yourself.
 Use spell check!
You should also review and refer to the Electronic Communications Policy contained in the most
recent Kaplan University Catalog.
**Note: This Syllabus is subject to change during current and future courses. Please refer to the
most updated Syllabus for this course provided by your instructor.
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RUBRICS
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Writing Assignment Grading Criteria
The following criteria are used to evaluate your assignments:
8. Follows description as provided in the course,
9. Provides factually accurate information based on the textbook as well as reliable
outside sources,
10. Meets length requirements as described within the project description,
11. Properly credits sources used,
12. Follows basic standards for college-level writing—that is, proper grammar, spelling,
and organization,
13. Submitted by the deadline.
There are several writing assignments in this course. It is expected that your academic papers
will conform to the standards for college-level writing and that you will properly cite your work
(i.e., give credit to your sources).
If you need assistance, visit the KU Writing Center or review Rules for Writers (or the Rules for
Writers website).
15