Purpose
My ethos in my scholarly article was inspired by my encounters as a former teacher and my evaluations of the injustices in the justice system, particularly in schools. To support my point, I rely on the studies of Anderson (2020), Brown (2021), Diliberti et al, (2019), Sacco (2019), and Weaver and Swank (2020), and Lustik (2021) in my presentation. The research by Sacco (2019) offered me a historical review of the Violence Against Women Act (VAWA), which has ramifications for the criminal justice system in schools. I consider those research relevant and related to the topic completely. VAWA funding has specifically been utilized to back up the instruction of school resource officers (SROs), whose expertise is frequently entrusted with implementing school discipline regulations. Remarkably, SROs have been chastised for their role in school-to-prison pipelines, which significantly impact children of different color and those with disabilities.
Rhetoric
To establish ethos and logos in each component, I implied the announcement specific subject matter. Strategies were the same for each component. Logos is what propels the purpose it ahead, which was used as a substance of my arguments. Pathos was approached through knowing the audience and learning its goals. In essence, the criminal justice system at educational institutions serves to provide a safe and nurturing learning atmosphere for pupils, educators, and other staff members. Both sources will give credible information from respected publications regarding building ethos and logos. Sacco (2019) is a Congressional Research Service study, a neutral legislative organization offering objective and authoritative research to Congress. Similarly, Weaver and Swank (2020) is a case study that addresses the criminal justice system in educational institutions. In this way, criminal justice system is significant in providing an appropriate atmosphere for students.
Regarding pathos, the key target for addressing the criminal justice system in schools is likely to be stakeholders committed to providing a safe and nurturing educational atmosphere for students. To target this demographic, highlighting the detrimental consequences of misbehavior and criminal activity on the psychological well-being of pupils, academic achievement, and prospects for the future was necessary (Weaver & Swank, 2020). Equally, emphasizing the advantages of restorative justice programs, such as lower disciplinary action rates and enhanced communication among stakeholders, prove successful. When worthwhile to pathos, the necessity of stressing the negative consequences of misbehavior and criminal activity on pupils and the benefits of establishing restorative justice programs is imminent.
Genre, Style, and Design
In my opinion, the topic was appropriate for a scholarly article or a presentation because it is a global issue. I structured each component based on single genre to adhere to the same style. Significantly, scholarly papers are intended to thoroughly investigate a subject, making them an appropriate structure for this topic (Sacco, 2019). Notably, they provide a variety of values, such as an overview of the subject and the present situation of criminal justice in educational institutions. Evidently, the article has used proper design, genre, and style in its structure and language. Importantly, concise and simple language that is comprehensible to a large audience has been used, improving the design. Correspondingly, the notion of genre fits in this piece and is properly reflected by the format appropriate to the intended audience.
Source Incorporation
Evidence are presented on the basis of arguments and supported only with scholarly sources. The references used in this article on the criminal justice system within educational institutions present evidence in various ways. For example, Sacco’s (2019) report about the Violence Against Women Act highlights the importance of regulations that safeguard students from abuse and violence. Furthermore, Weaver and Swank’s (2020) investigation on restoring justice in a middle school was utilized to provide concrete instances of how criminal justice initiatives might be applied in schools. Consequently, this case study gives important insights into the problems that schools may experience while adopting such programs and the advantages they might deliver. To change the system, there is a need to improve strategic set, extracurricular education, as well as methods of teaching teachers new skills.
Evaluation
The scholarly article and the case study are both effective genres for discussing the criminal justice system in schools. The case study gives a more feasible, real-world viewpoint on using restorative justice techniques in a middle school. It provides specific instances of how the initiative was planned and fulfilled, along with the school’s outcomes and obstacles. This genre may be more readily available and engaging for teachers, administrators, or students interested in adopting comparable initiatives in their own schools.
References
Anderson, A. J. (2020). A qualitative systematic review of youth participatory action research implementation in US high schools. American Journal of Community Psychology, 65(1-2), 242-257. Web.
Brown, M. A. (2021). We cannot return to “normal”: A post-COVID call for a systems approach to implementing restorative justice in education (RJE). Laws, 10(3), 68. Web.
Diliberti, M., Jackson, M., Correa, S., & Padgett, Z. (2019). Crime, violence, discipline, and safety in us public schools: Findings from the School Survey on Crime and Safety: 2017-18. First Look. NCES 2019-061. National Center for Education Statistics. Web.
Lustick, H. (2021). “Restorative justice” or restoring order? Restorative school discipline practices in urban public schools. Urban Education, 56(8), 1269-1296. Web.
Sacco, L. N. (2019). The violence against Women Act (VAWA): historical overview, funding, and Reauthorization (Vol. 42). Congressional Research Service. Web.
Weaver, J. L., & Swank, J. M. (2020). A case study of the implementation of restorative justice in a middle school. RMLE Online, 43(4), 1-9. Web.