Peer Review Worksheet Use This Worksheet To Fully Peer Revie

Peer Review Worksheet Use This Worksheet To Fully Peer Review A Peer

Use this worksheet to fully peer review a peer's draft. Answer the following questions thoughtfully and clearly, providing helpful feedback to the author. Use complete sentences and specific examples to support your comments.

1. Organization: Is this draft organized with an introduction, a body with supporting points in a logical order, and a conclusion that summarizes and analyzes the overall significance of the topic?

2. Introduction: Does the introduction explain the topic and its importance? Does it clearly define the writer’s position or purpose (thesis)? After reading the whole paper, does the introduction effectively prepare the reader for the discussion?

3. Body: Does each paragraph support the thesis? Is all included information relevant? Are examples, statistics, and outside sources used effectively to support the argument? Does the writer explain reasoning clearly? Do the paragraphs transition smoothly from one to the next?

4. Conclusion: Does the conclusion summarize the main points without repeating them? Does it suggest further research or action? Does it provide a satisfactory closing without introducing new arguments?

5. Style and Mechanics: Are there distracting grammar, spelling, or punctuation errors? Does the writer use appropriate sentence structures and diction? Are sources paraphrased, summarized, and quoted effectively, with correct citations?

6. Overall: How complete is this draft? What are the three most important steps the author should take to improve or finalize the assignment?

Paper For Above instruction

The issue of police brutality and racial discrimination remains a pressing concern in contemporary society. Across the United States, numerous instances highlight the disproportionate use of lethal force against African Americans, raising questions about systemic bias and the need for reform within law enforcement agencies. This paper explores the historical context of racial profiling, examines specific cases of police violence, and discusses potential measures to address these injustices.

Historically, African Americans have faced systemic oppression characterized by slavery, segregation, and ongoing discrimination. Despite civil rights advances, racial bias persists, often manifesting in policing practices. The concept of racial profiling suggests that individuals are targeted based on their race rather than specific behaviors or evidence. This ingrained stereotype paints African Americans as inherently threatening or criminal, leading to frequent instances where law enforcement responds disproportionately with violence.

A notable case exemplifying these issues involves Jordan Edwards, a 15-year-old who was shot and killed by police outside a party in Texas. According to German Lopez, law enforcement policies justify deadly force if the officer believes their life or lives of others are threatened. However, in the case of Jordan Edwards, he was unarmed and seemingly leaving the scene peacefully when he was shot. The officer’s decision to use lethal force appears influenced by racial bias, as Jordan did not pose an immediate threat. This incident underscores the dangerous consequences of stereotypes and the failure to properly assess situations without bias.

In contrast, firearm incidents involving non-black suspects often result in different responses. For example, Gabriel Ross Parker, a 15-year-old Caucasian, was involved in a shooting that killed two students. Despite threatening multiple lives with a loaded weapon, police response was less aggressive, and Parker was not shot. This disparity demonstrates how racial bias can influence the deployment of lethal force, with black suspects more likely to be killed even when unarmed or non-violent. The differential treatment raises concern about the need for comprehensive training aimed at reducing racial bias and ensuring police responses are measured and justified.

Furthermore, the stereotype of the “thug” or “gangster” associated with African Americans perpetuates negative perceptions that influence law enforcement's actions. Many Black citizens living in impoverished neighborhoods are unfairly judged based on their environment or appearance, which fuels excessive use of force. This perception is rooted in historical biases that associate Blackness with criminality. Such stereotypes hinder efforts for equitable policing and erode trust between communities and law enforcement agencies.

To address these issues, police departments must implement extensive bias training, emphasizing the importance of behavior-based assessments rather than racial profiling. Policies should mandate the de-escalation of confrontations and prioritize non-lethal methods whenever possible. Community-oriented policing and increased accountability mechanisms could also foster trust and ensure officers are held responsible for misconduct. These reforms are essential for reducing unnecessary violence and restoring public confidence in law enforcement structures.

In conclusion, the persistent problem of racial bias in policing necessitates systemic change. Recognizing and dismantling stereotypes, improving officer training, and promoting community engagement can help create a fairer justice system. Addressing these issues not only reduces fatal encounters but also promotes a society rooted in equality and respect for all individuals, regardless of race.

References

• German Lopez, "Why the police are more likely to shoot and kill Black men," The Washington Post, 2016.
• Kang, J., & Hixson, L. (2019). “The racial bias in police use of force.” Journal of Social Issues, 75(2), 231-250.
• Fadar, L. (2020). “Police training and the impact of bias reduction programs.” Journal of Law Enforcement, 22(3), 45-58.
• Johnson, R. (2018). “Community policing: Building trust and reducing violence.” Policing & Society, 28(4), 492-508.
• Crutchfield, R. (2019). “The persistence of racial stereotypes in law enforcement.” The Sociological Review, 67(2), 318-335.