Have sort of outline with some references and the requirements of the essay (listed below): The Final Paper must be written using Times New Roman font size 12 in APA style.
Follow the page-length recommendations for each section in the template below. Your final paper should be between six to eight pages, not including your cover page and references section.
Follow the writing guidelines at: https://owl.english.purdue.edu/owl/resource/560/01/
For a sample paper written in APA style, go to: https://owl.english.purdue.edu/media/pdf/20090212013008_560.pdf
Follow the template formatting.
Decide on the thesis sentence and main points first. Then, go back and write your introduction, discussion and conclusion sections.
Double-check for spelling and grammatical errors.
Do not write in first-person. For additional information about how to write in a professional manner, go to: https://www.grammarly.com/blog/first-second-and-third-person/
Do not use bulleted facts. This assignment requires you to write and connect the facts with transition text and sentences so the reading flows well and is interesting to the reader.
Be sparing with quotes. Do not use more than two or three quotes throughout the paper.
Introduction (Two to three paragraphs/up to one page)
Describe the health issue or topic and why it is important. Start with a statement, example or statistic that will grab your readers attention. Give an overview of the issue in the current context. Provide a brief historical perspective (i.e., how the health issue developed over time). Your introduction will end with a few sentences that briefly outline the main points in the paper and inform the reader what the overall paper will focus on. The final statement in this section is your thesis statement in which you will sum up in one sentence, what the paper is about. For information on how to develop a thesis statement for an expository paper, go to: https://owl.english.purdue.edu/owl/resource/545/01/
(two to three pages)
This section of the paper will have up to five sections, based on the five evidence-based sources you gathered when compiling your final paper outline in Module Six. This is the part of your paper in which you address the most important facts about the health issue, using examples, details and explanations. The template below may be helpful in getting you started.
Main Point: ________________________________________________
Examples/Details/Explanations;
a. ______________________________________
b. ______________________________________
c. ______________________________________Conclusion (two to three paragraphs)
Restate your thesis sentence from the introduction section, using different wording. Keep in mind that this is the last thing your reader will see. End with a strong, meaningful sentence that brings the overall content of the paper together. Make it impactful.
References (separate page)
This section begins on a new page and contains all your references. These must be listed in APA format. You much include a minimum of five references.
Points to touch on:
1. Main Point: Increase in violent gun deaths
a. In less than 18 years, we have already seen more deaths related to school shootings than in the whole 20th century. One alarming trend is that the overwhelming majority of 21st-century shooters were adolescents, suggesting that it is now easier for them to access guns, and that they more frequently suffer from mental health issues or limited conflict resolution skills, says Katsiyannis.
b. gunfire on school grounds (maps out every shooting) (https://everytownresearch.org/gunfire-in-school/#)/
c. Comparison to other nations (https://www.npr.org/sections/goatsandsoda/2018/02/15/586014065/deaths-from-gun-violence-how-the-u-s-compares-to-the-rest-of-the-world)
d. Antonis Katsiyannis, Denise K. Whitford, Robin Parks Ennis. Historical Examination of United States Intentional Mass School Shootings in the 20th and 21st Centuries: Implications for Students, Schools, and Society. Journal of Child and Family Studies, 2018. https://doi.org/10.1007/s10826-018-1096-22. Main Point: Cause/modalities-Linking mental health to gun violence
a. Indicators of school crime and safety (https://nces.ed.gov/programs/crimeindicators/)
b. development of policies (WSCC): https://www.ncbi.nlm.nih.gov/pubmed/26440822
c. Preventing youth gun violence:
Bushman, B. J., Newman, K., Calvert, S. L., Downey, G., Dredze, M., Gottfredson, M., Webster, D. W. (2016). Youth violence: What we know and what we need to know. American Psychologist, 71(1), 17-39. Retrieved from http://www.apa.org/pubs/journals/releases/amp-a0039687.pdf
d. Philpott-Jones, S. (2018). Mass Shootings, Mental Illness, and Gun Control. Hastings Center Report, 48(2), 7-9. doi:10.1002/hast.8323. Main Point: Cause/modalities-Cultural influence on perceived masculinity, rejection
a. Addressing the Incel subculture and enhancing motives for violent crimes committed by young men: (https://www.tolerance.org/magazine/toxic-masculinity-is-bad-for-everyone-why-teachers-must-disrupt-gender-norms-every-day), incels https://www.psychologytoday.com/us/blog/minority-report/201706/involuntary-celibacy AND http://www.wbur.org/cognoscenti/2018/04/30/call-it-what-you-want-the-incel-rebellion-is-terrorism AND https://www.bbc.com/news/world-us-canada-43892189 AND http://haenfler.sites.grinnell.edu/subcultures-and-scenes/incels/
b. Toxic masculinity and its effect on gun culture: (https://www.idsnews.com/article/2018/03/editorial-toxicmasc-022718), (https://wearyourvoicemag.com/news/gun-violence-toxic-masculinity-florida)
c. guns and domestic violence (domestic violence being an early indicator of future violence) (https://everytownresearch.org/guns-domestic-violence/), https://www.huffingtonpost.com/entry/mass-killers-domestic-violence_us_578d06ade4b0fa896c3f6837, domestic violence indicator of future violence http://www.wsipp.wa.gov/ReportFile/977/Wsipp_Washingtons-Offender-Accountability-Act-Department-of-Corrections-Static-Risk-Instrument_Full-Report-Updated-October-2008.pdf
d. Only 3 of 102 mass shootings committed by women in specified time frame:
Follman, M., Aronsen, G., & Pan, D. (2018, September 20). A Guide to Mass Shootings in America. Retrieved from https://www.motherjones.com/politics/2012/07/mass-shootings-map/4. Main Point: Access to firearms/current laws in the United States
a. U.S. Gun Policy: Global Comparisons (https://www.cfr.org/backgrounder/us-gun-policy-global-comparisons)
b. U.S. Gun law roll back: (https://www.motherjones.com/politics/2012/09/map-gun-laws-2009-2012/)
c. legislative response; how we can help and change things; (https://www.tolerance.org/magazine/students-families-and-educators-should-lead-the-way-on-the-gun-crisis)
d. Webster, D. W. & Vernick, J. S. & Bloomberg, M. R.(2013). Reducing Gun Violence in America: Informing Policy with Evidence and Analysis. Baltimore: Johns Hopkins University Press. Retrieved September 20, 2018, from Project MUSE database.5. Main Point: Prevention and Outreach
a. prevention-three keys (http://www.nea.org/home/54092.htm)
b. addressing issues- https://www.tolerance.org/magazine/when-bad-things-are-happening
c. Aftermath-How to talk to students (http://www.nea.org/home/72279.htm)
d. Hahn, R. (2007). The Effectiveness of universal school-based programs for the prevention of violent and aggressive behavior: A report on recommendations of the Task Force on Community Preventive Services (RR-7). Retrieved from Dept. of Health & Human Services, Centers for Disease Control and Prevention website: https://www.cdc.gov/mmwr/PDF/rr/rr5607.pdfDavid-Ferdon C, Simon TR. Preventing Youth Violence: Opportunities for Action. Atlanta, GA: National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, 2014. Available from http:// www.cdc.gov/violenceprevention/youthviolence/opportunities-foraction.html
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