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**files (1)** – ## KeywordWorksheetSOC-151r.docx **## KeywordWorksheetSOC-151r.docx** ![](https://www.sweetstudy.com/questions/annotated-20979745)**SOC-151: Introduction to Sociology** **Keyword Builder & Bias Inventory Worksheet** Using the suggested databases and search engines, complete this work…

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Assignment Prompt & Instructions

**files (1)**

– ## KeywordWorksheetSOC-151r.docx

**## KeywordWorksheetSOC-151r.docx**

![](https://www.sweetstudy.com/questions/annotated-20979745)**SOC-151: Introduction to Sociology**

**Keyword Builder & Bias Inventory Worksheet**

Using the suggested databases and search engines, complete this worksheet.

First, identify a
**question or topic** that is of interest to you. Write your question or topic in box 1 below.
**All of your future written assignments for this course will be based on this topic.**

**Box 1: Question or Topic**

| |
| — |
| |

In the box 2, write a few thoughts about why this is an appropriate question to research.

**Box 2: Why Research?**

| |
| — |
| |

In the box 3, write down any biases you have related to your research question. For example,

do you support a certain view, affiliation, author or theory related to your topic? What do you

**KNOW** about your topic?

**Box 3: Biases**

| |
| — |
| |

Page 1 of 5

In box 4, list a few ideas about the different perspectives that may exist on your question or topic. What
**DON’T** you know about your topic? What might you disagree with?

**Box 4: Different Perspectives**

| |
| — |
| |

Taking into consideration your main topic from box 1—list 3 subcategories of this topic. Review what you know about the topic (from box 3), and different perspectives (box 4) to formulate your subcategories (note: if you already sufficiently narrowed your topic to begin with, then restate it in box 5).

**Box 5: Subcategories**

| |
| — |
| |

Now choose an area to focus on from one of the subcategories in box 5. In box 6, list some possible keywords you think might get you to the information around this subtopic from box 5.

**Box 6**:
**Possible Keywords**

| |
| — |
| |

Page 2 of 5

Now, conduct several searches using the keywords you’ve written down. Watch for more specific keywords that will lead you to better information about the subtopic. Write down the more specific keywords as you find them in Box 7 (below). If you didn’t need any more specific keywords, write down
**why you found what you were looking for on the first try**(was your topic too broad, or were you good at identifying keywords early in the exercise?). Note: keywords can include specific theories and authors’ names or organizations.

You may start by searching Google but note that using Google is a good place to
_start_ and should not be the ultimate place for finding sources.

Remember at this point you are not trying to find sources, you are looking for common words, phrases, authors, etc. Look for synonyms and related words.

In addition to searching Google, go to the “Library Resources” page in Blackboard This will take you to a library page with library databases. Try searching in these databases to find more keywords.

**Box 7: Specific Keywords**

| |
| — |
| **_Note to students: notice how the more scholarly /specific keywords are different from the original ones? The goal is to end up with different keywords that are more specific as you go–_** |

Now, write a few thoughts about the changes you needed to make. In other words, reflect on the changes between box 6 and box 7 (if any). What changes did you need in the keywords to sharpen the effectiveness of the search? What worked? What didn’t work, and why not? What types of literature did you find? Write your observations in Box 8.

Page 3 of 5

**Box 8: Observations of What Worked etc.**

| |
| — |
| |

In box 9, write down some keywords the topic that would steer you toward journal articles/scholarly sources (such as original research or peer reviewed articles).

**Box 9: Keywords for Journal Articles**

| |
| — |
| |

In box 10, write keywords that would steer you toward substantive periodicals. (such as articles that interpret research or are more “practitioner” based). These will likely be more ‘jargon’ and specific to the fields of Sociology, Psychology, Criminal Justice etc.

**Box 10: Keywords for Periodicals**

| |
| — |
| |

Page 4 of 5

In box 11, write keywords that would steer you toward popular articles (Newsweek, newspapers, magazines, etc.)

**Box 11: Keywords for Other Articles**

| |
| — |
| |

_Note to students:_

_The goal of this assignment is to create a list of keywords that is more scholarly & specific than your original idea. The keywords should fall under a continuum—where they start out very general and end up more focused at the end (refer to this week’s lecture and the comment on chocolate research for more info)_

Page 5 of 5

**image1.png**

**## KeywordWorksheetSOC-151r.docx**

![](https://www.sweetstudy.com/questions/annotated-20979745)**SOC-151: Introduction to Sociology**

**Keyword Builder & Bias Inventory Worksheet**

Using the suggested databases and search engines, complete this worksheet.

First, identify a
**question or topic** that is of interest to you. Write your question or topic in box 1 below.
**All of your future written assignments for this course will be based on this topic.**

**Box 1: Question or Topic**

| |
| — |
| |

In the box 2, write a few thoughts about why this is an appropriate question to research.

**Box 2: Why Research?**

| |
| — |
| |

In the box 3, write down any biases you have related to your research question. For example,

do you support a certain view, affiliation, author or theory related to your topic? What do you

**KNOW** about your topic?

**Box 3: Biases**

| |
| — |
| |

Page 1 of 5

In box 4, list a few ideas about the different perspectives that may exist on your question or topic. What
**DON’T** you know about your topic? What might you disagree with?

**Box 4: Different Perspectives**

| |
| — |
| |

Taking into consideration your main topic from box 1—list 3 subcategories of this topic. Review what you know about the topic (from box 3), and different perspectives (box 4) to formulate your subcategories (note: if you already sufficiently narrowed your topic to begin with, then restate it in box 5).

**Box 5: Subcategories**

| |
| — |
| |

Now choose an area to focus on from one of the subcategories in box 5. In box 6, list some possible keywords you think might get you to the information around this subtopic from box 5.

**Box 6**:
**Possible Keywords**

| |
| — |
| |

Page 2 of 5

Now, conduct several searches using the keywords you’ve written down. Watch for more specific keywords that will lead you to better information about the subtopic. Write down the more specific keywords as you find them in Box 7 (below). If you didn’t need any more specific keywords, write down
**why you found what you were looking for on the first try**(was your topic too broad, or were you good at identifying keywords early in the exercise?). Note: keywords can include specific theories and authors’ names or organizations.

You may start by searching Google but note that using Google is a good place to
_start_ and should not be the ultimate place for finding sources.

Remember at this point you are not trying to find sources, you are looking for common words, phrases, authors, etc. Look for synonyms and related words.

In addition to searching Google, go to the “Library Resources” page in Blackboard This will take you to a library page with library databases. Try searching in these databases to find more keywords.

**Box 7: Specific Keywords**

| |
| — |
| **_Note to students: notice how the more scholarly /specific keywords are different from the original ones? The goal is to end up with different keywords that are more specific as you go–_** |

Now, write a few thoughts about the changes you needed to make. In other words, reflect on the changes between box 6 and box 7 (if any). What changes did you need in the keywords to sharpen the effectiveness of the search? What worked? What didn’t work, and why not? What types of literature did you find? Write your observations in Box 8.

Page 3 of 5

**Box 8: Observations of What Worked etc.**

| |
| — |
| |

In box 9, write down some keywords the topic that would steer you toward journal articles/scholarly sources (such as original research or peer reviewed articles).

**Box 9: Keywords for Journal Articles**

| |
| — |
| |

In box 10, write keywords that would steer you toward substantive periodicals. (such as articles that interpret research or are more “practitioner” based). These will likely be more ‘jargon’ and specific to the fields of Sociology, Psychology, Criminal Justice etc.

**Box 10: Keywords for Periodicals**

| |
| — |
| |

Page 4 of 5

In box 11, write keywords that would steer you toward popular articles (Newsweek, newspapers, magazines, etc.)

**Box 11: Keywords for Other Articles**

| |
| — |
| |

_Note to students:_

_The goal of this assignment is to create a list of keywords that is more scholarly & specific than your original idea. The keywords should fall under a continuum—where they start out very general and end up more focused at the end (refer to this week’s lecture and the comment on chocolate research for more info)_

Page 5 of 5

**image1.png**

November 6, 2026
[Solved] Help with assgn due in 48 hours

✓ Verified Academic Solution Available

Executive Solution Overview

attached **files (4)** – ## FEEDBACKComparative.docx – ## RevisionChecklist.docx – ## ComparativeRhetoricalAnalysisExampleEssay2.docx – AssignmentComparativeEssay.docx **## FEEDBACKComparative.docx** FEEDBACK Assignment: Comparative Rhetorical Analysis Essay First Draft (due this week, Week 5) this …

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Assignment Prompt & Instructions

attached

**files (4)**

– ## FEEDBACKComparative.docx

– ## RevisionChecklist.docx

– ## ComparativeRhetoricalAnalysisExampleEssay2.docx

– AssignmentComparativeEssay.docx

**## FEEDBACKComparative.docx**

FEEDBACK

Assignment: Comparative Rhetorical Analysis Essay First Draft (due this week, Week 5)

this is a very good start here! I can see you found Bengio's talk to be more effective overall – you make that very clear! You have a strong introduction and conclusion as well. Just make sure to introduce their tedtalk titles in the introduction too.

For this paper, you break down each of the appeals well, and you say they are or are not using ethos, logos, and pathos well. You show some great examples, provided some direct quotes, but you fail to explain how those quotes highlight those specific appeals. Make sure to go back and do this. Also, do not drop quotes in – they must all have a purpose.

I also left comments about your APA format here.

**## RevisionChecklist.docx**

**Week 6 Revision Checklist**

Before submitting your final draft, read through each item and check it off when complete. (Remember: Review your instructor’s Week 5 feedback first. That feedback is your starting point.)

**1. Introduction & Thesis**

☐ My introduction gives enough background for a reader unfamiliar with the texts.
☐ I clearly introduce both authors and their texts by title and author name.

☐ I identify the target audience for each text.
☐ My thesis is precise, arguable, and clearly states which text is more effective.

☐ My thesis explains
_why_ one text is more effective, linking specific reasons to audience, purpose, and rhetorical situation.
☐ My thesis goes beyond “because it’s better” and gives specific reasons connected to rhetorical situation and audience.

**2. Discussion of Source 1 Ethos**

☐ I analyze how the author establishes credibility (ethos).
☐ I explain why these ethos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**3. Discussion of Source 2 Ethos**

☐ I analyze how the author establishes credibility (ethos).
☐ I explain why these ethos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.
☐ I maintain similar depth and structure as Paragraph 2 for balance.

**4. Discussion of Source 1 Logos**

☐ I analyze how the author uses logical reasoning (logos).
☐ I explain why these logos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**5. Discussion of Source 2 Logos**

☐ I analyze how the author uses logical reasoning (logos).
☐ I explain why these logos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

☐ I maintain similar depth and structure as Paragraph 4 for balance.

**6. Discussion of Source 1 Pathos**

☐ I analyze how the author uses emotional appeals (pathos).
☐ I explain why these pathos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**7. Discussion of Source 2 Pathos**

☐ I analyze how the author uses emotional appeals (pathos).
☐ I explain why these pathos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

☐ I maintain similar depth and structure as Paragraph 6 for balance.

**8. Conclusion & Synthesis**

☐ I restate my thesis in fresh words.
☐ I summarize the key reasons for my evaluation.
☐ I provide broader reflection on why rhetorical appropriateness matters, especially in the AI debate.
☐ My conclusion leaves the reader with a sense of closure and significance.

**9. Use of Evidence & Rhetorical Vocabulary**

☐ I include evidence from both texts (quotes, paraphrases, summaries).
☐ I introduce and explain each piece of evidence. I do not have any “dropped” quotes that are missing explanation or context.
☐ I use rhetorical vocabulary (ethos, pathos, logos, audience, purpose, rhetorical situation) accurately.

**10. APA Format**

☐ All in-text citations are correct in APA format.
☐ The Reference page is complete and correctly formatted.
☐ My essay follows APA style for headings, spacing, margins, and font.

**11. Writing Fluency**

☐ I’ve read my essay aloud to catch awkward sentences.
☐ My transitions guide the reader smoothly between ideas.
☐ I have checked my grammar, punctuation, and spelling carefully.
☐ My sentences are clear and precise. There are no vague or overly long sentences.

**## ComparativeRhetoricalAnalysisExampleEssay2.docx**

| | |
| — | — |
| Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION | 2 |

12

**Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

Josephine Smith

Department of Nursing, South College

HUM2001: Critical Thinking

Professor Jones

October 10, 2025

**Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

Advertisements are designed to do much more than sell a product. Advertisements tell stories, target emotions, and try to shift how people see themselves in relation to what is being sold. Two recent Nissan commercials show how the same product can be presented in completely different ways depending on the audience. One ad features actress Brie Larson and focuses on the emotional excitement of driving, particularly reaching out to female drivers who may have felt excluded from traditional car culture. The second, narrated by a male voice, is aimed at performance-minded drivers who value specs, precision, and control, which is likely a more male-centered demographic. While both ads make deliberate appeals to their audiences’ emotions, they take different rhetorical routes to do so. While both the creators of the Brie Larson Nissan commercial and the male-narrated performance-oriented Nissan ad appropriately appeal to their respective audiences’ emotions, the Larson ad is more likely than the performance-focused ad to succeed in accomplishing the goal of changing their audience’s mind about driving because the speaker presents herself as someone the intended readers will more readily identify with and offers evidence that her audience will find more compelling.

Brie Larson’s Nissan ad builds ethos and credibility by leaning into her public image as a strong, empowered woman. Larson is known for her role as Captain Marvel, a character associated with independence, confidence, and control, which are all themes that the ad wants to associate with the experience of driving. When she says that “driving used to be an act of freedom, inspiration” (Brie Larson, 2021, 0:05), she is not just selling a car. Larson is reinforcing a feeling that many viewers, especially women, may already associate with her. In a space like car advertising, which has long been dominated by male voices and imagery, Larson’s presence immediately feels different and more inclusive to her audience. Her celebrity status gives her ethos, but more importantly, it is her cultural identity as a figure of female empowerment that helps women see her as someone they can trust, making the ad’s message more believable and persuasive.

The performance-centered ad also builds ethos, but does so by leaning into a more traditional, voice-over male spokesperson that is typical of car advertisements. The speaker is not a recognizable face or public figure but is instead a voice that conveys authority through technical knowledge. He walks the audience through specs like “performance brakes,” “electric-assist power steering” (Nissan USA, 2022, 0:22), and suspension and shock absorber specifics, showing that he knows what he is talking about. For a target audience made up of car enthusiasts—people who value engineering, precision, and performance—this kind of credibility matters. It tells the target audience that Nissan knows what makes a car worth driving. However, this kind of ethos can feel limited because the speaker is anonymous and the tone is instructional. The message might come across as cold or inaccessible to anyone outside the performance-focused car world. There is less opportunity for connection or trust for casual drivers who do not relate to technical authority.

Larson’s ad may not use technical details, but logos is still present, and Larson makes a logical argument that fits her audience’s values through logical progression and connotations. Instead of focusing on how the car performs mechanically, she focuses on how driving used to feel. When she says cars were “our sanctuaries and co-conspirators” (Brie Larson, 2021, 0:10), she is tapping into a logical connection many people can make, especially women, between vehicles and personal freedom, safety, and independence. The underlying logic is simple: if driving used to feel exciting and empowering, this car can help you feel that way again. Her audience, one not swayed by specs and horsepower, is likely to make this jump in logic with her because emotional logic is more meaningful to this audience. It encourages them to rethink their relationship to driving in a way that still feels grounded in real experience, not fantasy.

By contrast, the second ad focuses on a more conventional kind of logos: technical details. Every line is filled with language about the mechanics and engineering of the car. Phrases like “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20) are paired with visuals of suspension systems, close-ups of tires, and precision driving shots. For car lovers, this approach is logical. It gives them the information they need to make a reasoned choice. The ad clearly speaks the language of drivers who care deeply about how a vehicle handles. But for a broader audience outside of the target audience, this kind of argument can feel too niche or overly specialized. If the viewer is not fluent in automotive specs, the message can feel confusing or irrelevant. The logic holds up, but it is only persuasive if you already care about the things it highlights.

What really makes Larson’s ad stand out, though, is its emotional appeal. From the very first line of “remember when driving was fun?” (Brie Larson, 2021, 0:01), she invites the viewer into a shared feeling of nostalgia. This is not just about selling a car; it is about recapturing a lost sense of joy and freedom. The ad is visually bright, with colorful shots of the car and confident, sweeping camera angles that suggest motion, freedom, and possibility. For women who may not have felt seen by traditional car ads, this message is affirming. The ad makes them feel like they belong in the driver’s seat, not just literally but symbolically. It repositions driving as a personal, even transformative experience, one that is about more than getting from point A to B. This advertisement is a call to reclaim something that many people, especially women, might have forgotten they missed.

The second, more performance-driven ad, uses emotion, too, but in a different, more intense way. It tries to build excitement through a sense of thrill and control. When the narrator describes a “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20), the ad invites the viewer to imagine themselves as someone who dominates the road. It is a more aggressive kind of emotional appeal, rooted in power and mastery. For the intended audience, likely male drivers who are passionate about cars, this feeling can be exhilarating. It feeds into the desire to be in control and to experience driving as a kind of personal challenge. However, this emotional appeal is narrowly focused. It does not invite a wide range of viewers into the experience, making the audience too narrow, and by proxy, the advertisement less effective. Instead, it speaks to a specific kind of driver, and anyone outside that category might find the tone too intense or exclusive.

In the end, both commercials are successful in their own ways, but the Brie Larson ad does a better job of opening the experience of driving to a wider audience and changing how that audience might think about cars. While the performance-centered ad builds authority and appeals to a niche group of car enthusiasts, its appeal feels limited by its technical focus and narrow emotional range. The Larson ad, by contrast, offers a message of inclusion, freedom, and empowerment, backed by a spokesperson that viewers can relate to and trust. Fifty percent of the car driving public is women, while those heavily invested in cars and their specifications make up a much smaller percentage of the general public, so the audience for Larson’s ad is larger from the start, making it have a higher chance of success from the beginning. Larson’s ad is persuasive not because it talks about the car in traditional terms, but because it reframes what driving means. It reminds the audience, especially women, that driving can be exciting again, not just in terms of speed or power, but in terms of identity and emotion. Larson’s use of pathos when discussing driving excitement paired with her credibility as an actress and speaker is what makes it more likely to succeed in shifting how its audience thinks: not just about the car, but about their relationship to the road.

**References**

Brie Larson Worldwide. (2021, June 1).
_Brie Larson presents The New Nissan_ [Video]. YouTube.
[https://www.youtube.com/watch?v=StAPejF7KI8](https://www.youtube.com/watch?v=StAPejF7KI8)

Nissan USA. (2022, August 9).
_2023 Nissan Z Performance and Handling_[Video]. YouTube.
[https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

**AssignmentComparativeEssay.docx**

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**AssignmentComparativeEssay.docx**

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**## FEEDBACKComparative.docx**

FEEDBACK

Assignment: Comparative Rhetorical Analysis Essay First Draft (due this week, Week 5)

this is a very good start here! I can see you found Bengio's talk to be more effective overall – you make that very clear! You have a strong introduction and conclusion as well. Just make sure to introduce their tedtalk titles in the introduction too.

For this paper, you break down each of the appeals well, and you say they are or are not using ethos, logos, and pathos well. You show some great examples, provided some direct quotes, but you fail to explain how those quotes highlight those specific appeals. Make sure to go back and do this. Also, do not drop quotes in – they must all have a purpose.

I also left comments about your APA format here.

**## RevisionChecklist.docx**

**Week 6 Revision Checklist**

Before submitting your final draft, read through each item and check it off when complete. (Remember: Review your instructor’s Week 5 feedback first. That feedback is your starting point.)

**1. Introduction & Thesis**

☐ My introduction gives enough background for a reader unfamiliar with the texts.
☐ I clearly introduce both authors and their texts by title and author name.

☐ I identify the target audience for each text.
☐ My thesis is precise, arguable, and clearly states which text is more effective.

☐ My thesis explains
_why_ one text is more effective, linking specific reasons to audience, purpose, and rhetorical situation.
☐ My thesis goes beyond “because it’s better” and gives specific reasons connected to rhetorical situation and audience.

**2. Discussion of Source 1 Ethos**

☐ I analyze how the author establishes credibility (ethos).
☐ I explain why these ethos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**3. Discussion of Source 2 Ethos**

☐ I analyze how the author establishes credibility (ethos).
☐ I explain why these ethos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.
☐ I maintain similar depth and structure as Paragraph 2 for balance.

**4. Discussion of Source 1 Logos**

☐ I analyze how the author uses logical reasoning (logos).
☐ I explain why these logos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**5. Discussion of Source 2 Logos**

☐ I analyze how the author uses logical reasoning (logos).
☐ I explain why these logos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

☐ I maintain similar depth and structure as Paragraph 4 for balance.

**6. Discussion of Source 1 Pathos**

☐ I analyze how the author uses emotional appeals (pathos).
☐ I explain why these pathos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**7. Discussion of Source 2 Pathos**

☐ I analyze how the author uses emotional appeals (pathos).
☐ I explain why these pathos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

☐ I maintain similar depth and structure as Paragraph 6 for balance.

**8. Conclusion & Synthesis**

☐ I restate my thesis in fresh words.
☐ I summarize the key reasons for my evaluation.
☐ I provide broader reflection on why rhetorical appropriateness matters, especially in the AI debate.
☐ My conclusion leaves the reader with a sense of closure and significance.

**9. Use of Evidence & Rhetorical Vocabulary**

☐ I include evidence from both texts (quotes, paraphrases, summaries).
☐ I introduce and explain each piece of evidence. I do not have any “dropped” quotes that are missing explanation or context.
☐ I use rhetorical vocabulary (ethos, pathos, logos, audience, purpose, rhetorical situation) accurately.

**10. APA Format**

☐ All in-text citations are correct in APA format.
☐ The Reference page is complete and correctly formatted.
☐ My essay follows APA style for headings, spacing, margins, and font.

**11. Writing Fluency**

☐ I’ve read my essay aloud to catch awkward sentences.
☐ My transitions guide the reader smoothly between ideas.
☐ I have checked my grammar, punctuation, and spelling carefully.
☐ My sentences are clear and precise. There are no vague or overly long sentences.

**## ComparativeRhetoricalAnalysisExampleEssay2.docx**

| | |
| — | — |
| Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION | 2 |

12

**Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

Josephine Smith

Department of Nursing, South College

HUM2001: Critical Thinking

Professor Jones

October 10, 2025

**Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

Advertisements are designed to do much more than sell a product. Advertisements tell stories, target emotions, and try to shift how people see themselves in relation to what is being sold. Two recent Nissan commercials show how the same product can be presented in completely different ways depending on the audience. One ad features actress Brie Larson and focuses on the emotional excitement of driving, particularly reaching out to female drivers who may have felt excluded from traditional car culture. The second, narrated by a male voice, is aimed at performance-minded drivers who value specs, precision, and control, which is likely a more male-centered demographic. While both ads make deliberate appeals to their audiences’ emotions, they take different rhetorical routes to do so. While both the creators of the Brie Larson Nissan commercial and the male-narrated performance-oriented Nissan ad appropriately appeal to their respective audiences’ emotions, the Larson ad is more likely than the performance-focused ad to succeed in accomplishing the goal of changing their audience’s mind about driving because the speaker presents herself as someone the intended readers will more readily identify with and offers evidence that her audience will find more compelling.

Brie Larson’s Nissan ad builds ethos and credibility by leaning into her public image as a strong, empowered woman. Larson is known for her role as Captain Marvel, a character associated with independence, confidence, and control, which are all themes that the ad wants to associate with the experience of driving. When she says that “driving used to be an act of freedom, inspiration” (Brie Larson, 2021, 0:05), she is not just selling a car. Larson is reinforcing a feeling that many viewers, especially women, may already associate with her. In a space like car advertising, which has long been dominated by male voices and imagery, Larson’s presence immediately feels different and more inclusive to her audience. Her celebrity status gives her ethos, but more importantly, it is her cultural identity as a figure of female empowerment that helps women see her as someone they can trust, making the ad’s message more believable and persuasive.

The performance-centered ad also builds ethos, but does so by leaning into a more traditional, voice-over male spokesperson that is typical of car advertisements. The speaker is not a recognizable face or public figure but is instead a voice that conveys authority through technical knowledge. He walks the audience through specs like “performance brakes,” “electric-assist power steering” (Nissan USA, 2022, 0:22), and suspension and shock absorber specifics, showing that he knows what he is talking about. For a target audience made up of car enthusiasts—people who value engineering, precision, and performance—this kind of credibility matters. It tells the target audience that Nissan knows what makes a car worth driving. However, this kind of ethos can feel limited because the speaker is anonymous and the tone is instructional. The message might come across as cold or inaccessible to anyone outside the performance-focused car world. There is less opportunity for connection or trust for casual drivers who do not relate to technical authority.

Larson’s ad may not use technical details, but logos is still present, and Larson makes a logical argument that fits her audience’s values through logical progression and connotations. Instead of focusing on how the car performs mechanically, she focuses on how driving used to feel. When she says cars were “our sanctuaries and co-conspirators” (Brie Larson, 2021, 0:10), she is tapping into a logical connection many people can make, especially women, between vehicles and personal freedom, safety, and independence. The underlying logic is simple: if driving used to feel exciting and empowering, this car can help you feel that way again. Her audience, one not swayed by specs and horsepower, is likely to make this jump in logic with her because emotional logic is more meaningful to this audience. It encourages them to rethink their relationship to driving in a way that still feels grounded in real experience, not fantasy.

By contrast, the second ad focuses on a more conventional kind of logos: technical details. Every line is filled with language about the mechanics and engineering of the car. Phrases like “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20) are paired with visuals of suspension systems, close-ups of tires, and precision driving shots. For car lovers, this approach is logical. It gives them the information they need to make a reasoned choice. The ad clearly speaks the language of drivers who care deeply about how a vehicle handles. But for a broader audience outside of the target audience, this kind of argument can feel too niche or overly specialized. If the viewer is not fluent in automotive specs, the message can feel confusing or irrelevant. The logic holds up, but it is only persuasive if you already care about the things it highlights.

What really makes Larson’s ad stand out, though, is its emotional appeal. From the very first line of “remember when driving was fun?” (Brie Larson, 2021, 0:01), she invites the viewer into a shared feeling of nostalgia. This is not just about selling a car; it is about recapturing a lost sense of joy and freedom. The ad is visually bright, with colorful shots of the car and confident, sweeping camera angles that suggest motion, freedom, and possibility. For women who may not have felt seen by traditional car ads, this message is affirming. The ad makes them feel like they belong in the driver’s seat, not just literally but symbolically. It repositions driving as a personal, even transformative experience, one that is about more than getting from point A to B. This advertisement is a call to reclaim something that many people, especially women, might have forgotten they missed.

The second, more performance-driven ad, uses emotion, too, but in a different, more intense way. It tries to build excitement through a sense of thrill and control. When the narrator describes a “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20), the ad invites the viewer to imagine themselves as someone who dominates the road. It is a more aggressive kind of emotional appeal, rooted in power and mastery. For the intended audience, likely male drivers who are passionate about cars, this feeling can be exhilarating. It feeds into the desire to be in control and to experience driving as a kind of personal challenge. However, this emotional appeal is narrowly focused. It does not invite a wide range of viewers into the experience, making the audience too narrow, and by proxy, the advertisement less effective. Instead, it speaks to a specific kind of driver, and anyone outside that category might find the tone too intense or exclusive.

In the end, both commercials are successful in their own ways, but the Brie Larson ad does a better job of opening the experience of driving to a wider audience and changing how that audience might think about cars. While the performance-centered ad builds authority and appeals to a niche group of car enthusiasts, its appeal feels limited by its technical focus and narrow emotional range. The Larson ad, by contrast, offers a message of inclusion, freedom, and empowerment, backed by a spokesperson that viewers can relate to and trust. Fifty percent of the car driving public is women, while those heavily invested in cars and their specifications make up a much smaller percentage of the general public, so the audience for Larson’s ad is larger from the start, making it have a higher chance of success from the beginning. Larson’s ad is persuasive not because it talks about the car in traditional terms, but because it reframes what driving means. It reminds the audience, especially women, that driving can be exciting again, not just in terms of speed or power, but in terms of identity and emotion. Larson’s use of pathos when discussing driving excitement paired with her credibility as an actress and speaker is what makes it more likely to succeed in shifting how its audience thinks: not just about the car, but about their relationship to the road.

**References**

Brie Larson Worldwide. (2021, June 1).
_Brie Larson presents The New Nissan_ [Video]. YouTube.
[https://www.youtube.com/watch?v=StAPejF7KI8](https://www.youtube.com/watch?v=StAPejF7KI8)

Nissan USA. (2022, August 9).
_2023 Nissan Z Performance and Handling_[Video]. YouTube.
[https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

**AssignmentComparativeEssay.docx**

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**## FEEDBACKComparative.docx**

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Assignment: Comparative Rhetorical Analysis Essay First Draft (due this week, Week 5)

this is a very good start here! I can see you found Bengio's talk to be more effective overall – you make that very clear! You have a strong introduction and conclusion as well. Just make sure to introduce their tedtalk titles in the introduction too.

For this paper, you break down each of the appeals well, and you say they are or are not using ethos, logos, and pathos well. You show some great examples, provided some direct quotes, but you fail to explain how those quotes highlight those specific appeals. Make sure to go back and do this. Also, do not drop quotes in – they must all have a purpose.

I also left comments about your APA format here.

**## RevisionChecklist.docx**

**Week 6 Revision Checklist**

Before submitting your final draft, read through each item and check it off when complete. (Remember: Review your instructor’s Week 5 feedback first. That feedback is your starting point.)

**1. Introduction & Thesis**

☐ My introduction gives enough background for a reader unfamiliar with the texts.
☐ I clearly introduce both authors and their texts by title and author name.

☐ I identify the target audience for each text.
☐ My thesis is precise, arguable, and clearly states which text is more effective.

☐ My thesis explains
_why_ one text is more effective, linking specific reasons to audience, purpose, and rhetorical situation.
☐ My thesis goes beyond “because it’s better” and gives specific reasons connected to rhetorical situation and audience.

**2. Discussion of Source 1 Ethos**

☐ I analyze how the author establishes credibility (ethos).
☐ I explain why these ethos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**3. Discussion of Source 2 Ethos**

☐ I analyze how the author establishes credibility (ethos).
☐ I explain why these ethos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.
☐ I maintain similar depth and structure as Paragraph 2 for balance.

**4. Discussion of Source 1 Logos**

☐ I analyze how the author uses logical reasoning (logos).
☐ I explain why these logos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**5. Discussion of Source 2 Logos**

☐ I analyze how the author uses logical reasoning (logos).
☐ I explain why these logos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

☐ I maintain similar depth and structure as Paragraph 4 for balance.

**6. Discussion of Source 1 Pathos**

☐ I analyze how the author uses emotional appeals (pathos).
☐ I explain why these pathos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

**7. Discussion of Source 2 Pathos**

☐ I analyze how the author uses emotional appeals (pathos).
☐ I explain why these pathos strategies are effective (or not) for the audience.
☐ My topic sentence clearly previews the main argument of the paragraph.

☐ Evidence is relevant, explained, and tied to audience and purpose.
☐ I avoid summarizing too much. My focus is on rhetorical effectiveness, not just what the author says.

☐ I maintain similar depth and structure as Paragraph 6 for balance.

**8. Conclusion & Synthesis**

☐ I restate my thesis in fresh words.
☐ I summarize the key reasons for my evaluation.
☐ I provide broader reflection on why rhetorical appropriateness matters, especially in the AI debate.
☐ My conclusion leaves the reader with a sense of closure and significance.

**9. Use of Evidence & Rhetorical Vocabulary**

☐ I include evidence from both texts (quotes, paraphrases, summaries).
☐ I introduce and explain each piece of evidence. I do not have any “dropped” quotes that are missing explanation or context.
☐ I use rhetorical vocabulary (ethos, pathos, logos, audience, purpose, rhetorical situation) accurately.

**10. APA Format**

☐ All in-text citations are correct in APA format.
☐ The Reference page is complete and correctly formatted.
☐ My essay follows APA style for headings, spacing, margins, and font.

**11. Writing Fluency**

☐ I’ve read my essay aloud to catch awkward sentences.
☐ My transitions guide the reader smoothly between ideas.
☐ I have checked my grammar, punctuation, and spelling carefully.
☐ My sentences are clear and precise. There are no vague or overly long sentences.

**## ComparativeRhetoricalAnalysisExampleEssay2.docx**

| | |
| — | — |
| Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION | 2 |

12

**Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

Josephine Smith

Department of Nursing, South College

HUM2001: Critical Thinking

Professor Jones

October 10, 2025

**Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

Advertisements are designed to do much more than sell a product. Advertisements tell stories, target emotions, and try to shift how people see themselves in relation to what is being sold. Two recent Nissan commercials show how the same product can be presented in completely different ways depending on the audience. One ad features actress Brie Larson and focuses on the emotional excitement of driving, particularly reaching out to female drivers who may have felt excluded from traditional car culture. The second, narrated by a male voice, is aimed at performance-minded drivers who value specs, precision, and control, which is likely a more male-centered demographic. While both ads make deliberate appeals to their audiences’ emotions, they take different rhetorical routes to do so. While both the creators of the Brie Larson Nissan commercial and the male-narrated performance-oriented Nissan ad appropriately appeal to their respective audiences’ emotions, the Larson ad is more likely than the performance-focused ad to succeed in accomplishing the goal of changing their audience’s mind about driving because the speaker presents herself as someone the intended readers will more readily identify with and offers evidence that her audience will find more compelling.

Brie Larson’s Nissan ad builds ethos and credibility by leaning into her public image as a strong, empowered woman. Larson is known for her role as Captain Marvel, a character associated with independence, confidence, and control, which are all themes that the ad wants to associate with the experience of driving. When she says that “driving used to be an act of freedom, inspiration” (Brie Larson, 2021, 0:05), she is not just selling a car. Larson is reinforcing a feeling that many viewers, especially women, may already associate with her. In a space like car advertising, which has long been dominated by male voices and imagery, Larson’s presence immediately feels different and more inclusive to her audience. Her celebrity status gives her ethos, but more importantly, it is her cultural identity as a figure of female empowerment that helps women see her as someone they can trust, making the ad’s message more believable and persuasive.

The performance-centered ad also builds ethos, but does so by leaning into a more traditional, voice-over male spokesperson that is typical of car advertisements. The speaker is not a recognizable face or public figure but is instead a voice that conveys authority through technical knowledge. He walks the audience through specs like “performance brakes,” “electric-assist power steering” (Nissan USA, 2022, 0:22), and suspension and shock absorber specifics, showing that he knows what he is talking about. For a target audience made up of car enthusiasts—people who value engineering, precision, and performance—this kind of credibility matters. It tells the target audience that Nissan knows what makes a car worth driving. However, this kind of ethos can feel limited because the speaker is anonymous and the tone is instructional. The message might come across as cold or inaccessible to anyone outside the performance-focused car world. There is less opportunity for connection or trust for casual drivers who do not relate to technical authority.

Larson’s ad may not use technical details, but logos is still present, and Larson makes a logical argument that fits her audience’s values through logical progression and connotations. Instead of focusing on how the car performs mechanically, she focuses on how driving used to feel. When she says cars were “our sanctuaries and co-conspirators” (Brie Larson, 2021, 0:10), she is tapping into a logical connection many people can make, especially women, between vehicles and personal freedom, safety, and independence. The underlying logic is simple: if driving used to feel exciting and empowering, this car can help you feel that way again. Her audience, one not swayed by specs and horsepower, is likely to make this jump in logic with her because emotional logic is more meaningful to this audience. It encourages them to rethink their relationship to driving in a way that still feels grounded in real experience, not fantasy.

By contrast, the second ad focuses on a more conventional kind of logos: technical details. Every line is filled with language about the mechanics and engineering of the car. Phrases like “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20) are paired with visuals of suspension systems, close-ups of tires, and precision driving shots. For car lovers, this approach is logical. It gives them the information they need to make a reasoned choice. The ad clearly speaks the language of drivers who care deeply about how a vehicle handles. But for a broader audience outside of the target audience, this kind of argument can feel too niche or overly specialized. If the viewer is not fluent in automotive specs, the message can feel confusing or irrelevant. The logic holds up, but it is only persuasive if you already care about the things it highlights.

What really makes Larson’s ad stand out, though, is its emotional appeal. From the very first line of “remember when driving was fun?” (Brie Larson, 2021, 0:01), she invites the viewer into a shared feeling of nostalgia. This is not just about selling a car; it is about recapturing a lost sense of joy and freedom. The ad is visually bright, with colorful shots of the car and confident, sweeping camera angles that suggest motion, freedom, and possibility. For women who may not have felt seen by traditional car ads, this message is affirming. The ad makes them feel like they belong in the driver’s seat, not just literally but symbolically. It repositions driving as a personal, even transformative experience, one that is about more than getting from point A to B. This advertisement is a call to reclaim something that many people, especially women, might have forgotten they missed.

The second, more performance-driven ad, uses emotion, too, but in a different, more intense way. It tries to build excitement through a sense of thrill and control. When the narrator describes a “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20), the ad invites the viewer to imagine themselves as someone who dominates the road. It is a more aggressive kind of emotional appeal, rooted in power and mastery. For the intended audience, likely male drivers who are passionate about cars, this feeling can be exhilarating. It feeds into the desire to be in control and to experience driving as a kind of personal challenge. However, this emotional appeal is narrowly focused. It does not invite a wide range of viewers into the experience, making the audience too narrow, and by proxy, the advertisement less effective. Instead, it speaks to a specific kind of driver, and anyone outside that category might find the tone too intense or exclusive.

In the end, both commercials are successful in their own ways, but the Brie Larson ad does a better job of opening the experience of driving to a wider audience and changing how that audience might think about cars. While the performance-centered ad builds authority and appeals to a niche group of car enthusiasts, its appeal feels limited by its technical focus and narrow emotional range. The Larson ad, by contrast, offers a message of inclusion, freedom, and empowerment, backed by a spokesperson that viewers can relate to and trust. Fifty percent of the car driving public is women, while those heavily invested in cars and their specifications make up a much smaller percentage of the general public, so the audience for Larson’s ad is larger from the start, making it have a higher chance of success from the beginning. Larson’s ad is persuasive not because it talks about the car in traditional terms, but because it reframes what driving means. It reminds the audience, especially women, that driving can be exciting again, not just in terms of speed or power, but in terms of identity and emotion. Larson’s use of pathos when discussing driving excitement paired with her credibility as an actress and speaker is what makes it more likely to succeed in shifting how its audience thinks: not just about the car, but about their relationship to the road.

**References**

Brie Larson Worldwide. (2021, June 1).
_Brie Larson presents The New Nissan_ [Video]. YouTube.
[https://www.youtube.com/watch?v=StAPejF7KI8](https://www.youtube.com/watch?v=StAPejF7KI8)

Nissan USA. (2022, August 9).
_2023 Nissan Z Performance and Handling_[Video]. YouTube.
[https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

**AssignmentComparativeEssay.docx**

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November 6, 2026
[Solved] Summative Assessment: Literacy Development Graphic Organizer and Flowchart

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Summative Assessment: Literacy Development Graphic Organizer and Flowchart

November 6, 2026
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## Discussion Thread: Sampling **Case Study Online Sampling via Mechanical Turk** Over the past 50 years, recruiting research participants has become more expensive. Changes in technology have contributed to this problem. According to the Centers for Disease Control and Prevention, in 2022, only 27 …

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## Discussion Thread: Sampling

**Case Study Online Sampling via Mechanical Turk**

Over the past 50 years, recruiting research participants has become more expensive. Changes in technology have contributed to this problem. According to the Centers for Disease Control and Prevention, in 2022, only 27 percent of adults lived in a household with a landline telephone, compared to more than 90 percent in 2004 (Blumberg and Luke, 2023). However, commodifying personal data has contributed even more significantly to the problem. Data brokers constantly collect information about individuals to sell to companies. How often have you experienced robocalls, a spam text or email, or even being stopped on the street by someone to answer a few questions? While some of these inquiries are for legitimate research purposes, others are designed to sell goods and services, and some are outright scams. Over time people have become harder to reach and more suspicious of invitations to participate in research projects.

One innovative solution to recruiting large and diverse nonprobability samples is Amazon’s Mechanical Turk (MTurk). Launched in 2005, MTurk is a crowdsourcing marketplace where researchers can hire individuals (Turkers) to complete human intelligence tasks (HITs), such as surveys. Using MTurk has become so popular that the Journal of Management commissioned a review of the platform (Aguines, Villamor, and Ramani, 2021). The main benefits of MTurk are the low cost and ease of obtaining large and diverse samples of participants as well as the ability to use a variety of research designs, including experimental and longitudinal designs.

The problems with using MTurk are associated with internal and external validity threats. For example, in their study, Herman Aguinis, Isabel Villamor, and Ravi Ramani (2021) identified inattention, high attrition rates, inconsistent English language fluency, and non-naivete (i.e., exposure to the topic more than once) as challenges. These are potential threats to internal validity. Remember from Chapter 4 that interval validity threats challenge the causal statement about the observed covariations between variables. The authors also identified workers misrepresenting their self-reported sociodemographic characteristics and self-selection bias as challenges. These problems are potential threats to external validity. That is, are the cause-and-effect findings of the study generalizable to other groups? Another potential challenge is the use of bots or computer programs that auto-complete HITs and server farms to bypass location restrictions (Chmielewski and Kucher, 2020).

MTurk has great potential but also some challenges. The platform allows researchers to reach individuals with specific characteristics, such as age, race/ethnicity, and educational attainment. Moreover, it enables researchers to recruit participants who have had contact with the criminal justice system, work in specific occupations, and live in particular countries. Research suggests that MTurk samples can be more representative of the general population than samples of college students (Goodman, Cryder, and Cheema, 2013). However, research also indicates that certain population groups are overrepresented, including females, Whites, college-educated individuals, liberals, and young people (Levay et al., 2016). Accordingly, scholars note that certain precautions should be taken when using systems like MTurk. For example, Aguinis and colleagues (2021) recommend that researchers use multiple validity checks, such as CAPTCHAs, honeypots (computer code invisible to people), and attention checks. Furthermore, researchers should cross-check workers’ profiles and monitor their average response times.

Consider how the spread of Internet access has reduced potential problems with biases associated with online samples. Also, think about how such tools make it possible to produce large samples cheaply. Criminal justice researchers are only beginning to study how these crowdsourced opt-in samples should be used. You can review research by Thompson and Pickett (2020) for more information. We return to MTurk in Chapter 9, showing how MTurk samples can be coupled with online survey platforms. In the meantime, you can read more about MTurk through the link below.

**Critical Thinking**

1. What justice-focused topics can be studied using crowdsourced opt-in platforms like Amazon’s MTurk? What topics might not be appropriate to explore using these platforms for recruiting participants?
2. Based on the challenges described above, can you provide an example of how these challenges might affect your ability to produce a sample representative of the population if you wanted to study topics such as environmental justice, or immigration, or support for police reform?

– [\
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DiscussionAssignmentInstructions53.docx](https://www.sweetstudy.com/files/discussionassignmentinstructions53-docx "DiscussionAssignmentInstructions53.docx")
– [\
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AmazonMechanicalTurk.htm](https://www.sweetstudy.com/files/amazonmechanicalturk-htm "AmazonMechanicalTurk.htm")

November 6, 2026
[Solved] unique 2

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https://youtu.be/upbtF41bxhI?si=4NX6fxmOLZHmtKkI https://youtu.be/EJ8nhlzYx9o?si=3D3gh6rOD5t_DYey https://youtu.be/VFFo_02xitE?si=4sodbJ6Ca9jo5ixT 1. Watch the following videos on [**literary analysis**](https://www.youtube.com/watch?v=upbtF41bxhI), [**close reading**](https://www.youtube.com/wat…

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https://youtu.be/upbtF41bxhI?si=4NX6fxmOLZHmtKkI

https://youtu.be/EJ8nhlzYx9o?si=3D3gh6rOD5t_DYey

https://youtu.be/VFFo_02xitE?si=4sodbJ6Ca9jo5ixT

1. Watch the following videos on [**literary analysis**](https://www.youtube.com/watch?v=upbtF41bxhI), [**close reading**](https://www.youtube.com/watch?v=EJ8nhlzYx9o), and ["six tips for literary analysis"](https://www.youtube.com/watch?v=VFFo_02xitE) from Ms. Peer Editor.

2. Take notes as you watch the videos. Answer the questions, then submit your notes for this assignment.

– What        is literary analysis? How do you know?
– What        is close reading? Which of these strategies do you already use        consistently in your academic work? Which might you decide to use for        the upcoming semester?
– What        are Ms. Peer Editor's six tips for unique literary analysis? List one or        two you've already used in a previous piece of writing or in a        discussion with a friend over music or movies or books? (If you've never        hear of any of these tips before, pick one and explain how you could use        it in your life by discussion like it the Marvel Thunderbolts movie is        better or worse than Avengers: Endgame for example.

November 6, 2026
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### **https://youtu.be/HA1GJypq7gQ?si=cGzKoFkMkwJjagCx** ### **Close Reading – Short Story** _**"Everyday Use"**_ **by Alice Walker:** – Read and annotate _"Everyday Use"_ by Alice Walker. – Annotate by highlighting examples of imagery, symbolism, tone, and theme [in the text](https://harpers.org/ar…

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### **https://youtu.be/HA1GJypq7gQ?si=cGzKoFkMkwJjagCx**

### **Close Reading – Short Story** _**"Everyday Use"**_ **by Alice Walker:**

– Read and annotate _"Everyday Use"_ by Alice Walker.

– Annotate by highlighting examples of imagery, symbolism, tone, and theme [in the text](https://harpers.org/archive/1973/04/everyday-use/) ( (https://www.youtube.com/watch?v=gFTgRPJSceU)).

– Watch a (https://www.youtube.com/watch?v=HA1GJypq7gQ) of the short story and take notes.
– Answer guided questions:

– What patterns or repeated images do you see? How do they appear? Why do you think they are important?

– What conflict drives the story? What do you think Walker is trying say?

– What do you think the characters represent? Why?

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What do you think Hughes is trying to say with these poems? Why do you think so? https://youtu.be/kU4_nS2YDLk?si=UsxSKVFC8IzN5nIh https://youtu.be/LYKiXg4rNOY?si=J6CqIrYMzJKAVpkv

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What do you think Hughes is trying to say with these poems? Why do you think so?

https://youtu.be/kU4_nS2YDLk?si=UsxSKVFC8IzN5nIh

https://youtu.be/LYKiXg4rNOY?si=J6CqIrYMzJKAVpkv

November 6, 2026
[Solved] edwards CONCEPTUAL DRAFT OF CHAPTER 1 INSTRUCTIONS

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Please see attachment **files (5)** – ## SEdwardsResearchTopicSubmissionAssignment1.docx – ## ResearchPaperAssignmentInstructions26.docx – ## SEdwardsProblemStatement.docx – Maxfield_RM_9e_PPT_Ch_08.pdf – Maxfield_RM_9e_PPT_Ch_09.pdf **## SEdwardsResearchTopicSubmissionAssignment1.docx** 2…

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**files (5)**

– ## SEdwardsResearchTopicSubmissionAssignment1.docx

– ## ResearchPaperAssignmentInstructions26.docx

– ## SEdwardsProblemStatement.docx

– Maxfield_RM_9e_PPT_Ch_08.pdf
– Maxfield_RM_9e_PPT_Ch_09.pdf

**## SEdwardsResearchTopicSubmissionAssignment1.docx**

2

**Background**

**The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

Shaquanna Edwards

Liberty University

July 5, 2026

**Background**

**The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

The issue of behavioral health emergencies has become more relevant for law enforcement, where officers need to attend to cases involving people who suffer from mental conditions, substance abuse disorders, or other emotional problems (Balfour et al., 2022). While the duty of police officers is to ensure security of the public, some of them lack skills to deal with the clinical aspects of a situation (Loureiro et al., 2026). This way, usual policing measures might involve making inappropriate arrests, increase use-of-force, and affect the trust in the agency negatively. In order to solve this problem, co-responder mental health crisis teams that include police officers and mental health specialists are used when responding to calls. Such approach is meant to enhance the de-escalation process, assist people in receiving help and decrease dependence on the criminal justice system as the main measure for behavioral health emergencies. However, despite of the increasing use of such programs, there is still insufficient data about its effects on law enforcement organizations.

In my research, the focus will be on exploring the correlation between co-responder mental health crisis teams and the following key indicators: the arrest rate, use of force instances, and community trust in law enforcement agencies. I chose this particular subject because it is important to have efficient solutions to behavioral health crisis situations that can significantly affect public safety, accountability of law enforcement officers, and the well-being of people who experience mental health crises. Results of my investigation can be helpful for law enforcement officers and decision-makers as well as local governments when they consider developing co-responder programs. My research can contribute to the existing body of knowledge related to evidence-based policing practices.

**References**

Balfour, M. E., Hahn Stephenson, A., Delany-Brumsey, A., Winsky, J., & Goldman, M. L. (2022). Cops, clinicians, or both? Collaborative approaches to responding to behavioral health emergencies. Psychiatric services, 73(6), 658-669.
[https://psychiatryonline.org/doi/pdf/10.1176/appi.ps.202000721](https://psychiatryonline.org/doi/pdf/10.1176/appi.ps.202000721)

Loureiro, L., Araújo, J., Pedreiro, A. T., & Simões, R. (2026). Mental Health Literacy About Depression in Public Security Police Officers: A Descriptive Cross-Sectional Study. Psychiatry International, 7(1), 30.
[https://lawscience.com.ua/web/uploads/pdf/Scientific_Journal_of_NAIA_Vol.29_No.2_2024-67-76.pdf](https://lawscience.com.ua/web/uploads/pdf/Scientific_Journal_of_NAIA_Vol.29_No.2_2024-67-76.pdf)

**## ResearchPaperAssignmentInstructions26.docx**

CJUS 740

**Research Paper Assignment Instructions**

**Overview**

In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

**Instructions**

Research Topic Submission Instructions

This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

Problem Statement / Research Questions Instructions

The next section of the paper involves an expansion of the first paragraph on why the student’s chosen dissertation issue is a problem related to criminal justice. This section will be titled “Problem Statement,” will be at least 4 paragraphs, and include at least 4 additional peer-reviewed references. At the conclusion of the problem statement, a new section, titled “Research Question(s)” will be added. In this brief section, the student will post his or her 1–3 central research question(s), which the student will seek to answer in his or her dissertation.

Draft Purpose Statement Instructions

The next section of the paper gives the purpose of the study. It explains what the student wants to accomplish and what his/her motivation for this study. The statement also includes the significance of the research. This section will be about 1–2 paragraphs on the purpose of the research. This entire section will be at least 4 paragraphs and include at least 4 additional peer-reviewed references.

Conceptual Draft of Chapter 1 Instructions

Now that the above is completed, the student must reread the chapter thoroughly and make corrections. Only 11 references have been required so far, but at least 9 more must be added at this point. Chapter 1 should be 8-10 pages, with at least twenty (20) peer-reviewed references dated within 5 years. You also should include the following additional sections:

· Operational Definitions: A section where important terms for your paper are defined.

· Scope and limitations: This area gives what you will be measuring and what your paper encompasses. The limitations are areas you cannot measure or what you cannot evaluate because of impossibility or other reasons noted in the text.

· Summary: This section is a one (1) paragraph summary of everything in chapter 1, with a transition statement to chapter 2.

Chapter 1 should be at least 8-10 double-spaced pages of content, with at least 20 peer-reviewed references.

Conceptual Draft of Chapter 2 (Literature Review) Instructions

This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources. After those two sections, the literature review is written. This literature review must be at least 30 pages. At the end of this section, you should have at least twenty (20) additional references though in this class (for a total of at least 50 pages, including chapter 1). A summary paragraph should be included at the end, with a transition to chapter 3.

The final paper in this class should be 38-40 pages, NOT including the title page, table of contents, references, appendixes, etc.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## SEdwardsProblemStatement.docx**

2

**Problem Statement**

Shaquanna Edwards

Liberty University

July 6, 2026

**Problem statement**

Behavioral health emergencies remain a persistent problem for police departments within the United States. Law enforcement professionals are usually among the first respondents that deal with the emergencies of people suffering from mental disorders, substance abuse problems, and other kinds of emotional stress. Despite the professional training that helps police maintain public order and protect citizens, most of the law enforcement personnel does not have sufficient clinical skills needed to address behavioral health emergencies. In this way, regular procedures of law enforcement can only exacerbate the situation, leading to additional arrests, incidents of use of force, and failure to provide proper behavioral health treatment (Balfour et al., 2022). Such situations have both aspects of public safety and healthcare, making them a criminal justice problem.

A number of police departments have embraced co-responder crisis teams that include mental health practitioners in response to behavioral health crisis situations. The team comprises a police officer teamed up with a mental health professional who responds to a crisis situation. The objective of this model is to limit arrest and ensure de-escalation of the situation, among others. There have been promising results from recent studies, where reductions in unnecessary criminal justice involvement and improved crisis response have been noted (Bailey et al., 2022). Results differ significantly depending on the location because of differences in the way the co-responder models are designed, funded, staffed, and supported in the community (Marcus & Stergiopoulos, 2022). Therefore, there is doubt on the effectiveness of the co-responder model in different police departments.

A further issue to note is that of a limited number of studies investigating various criminal justice outcomes together. Current literature tends to concentrate on the impact of co-responder models on a particular outcome rather than on all outcomes at once, including arrest frequency, use of force by the police, and community confidence. Community confidence has become an increasingly important factor as the police try to enhance their legitimacy and procedural justice, as well as adequately respond to vulnerable populations (Nataliansyah et al., 2023). In the absence of a comprehensive research base, police leaders and policymakers will have little basis for making decisions about expanding or reforming the co-responder approach.

The challenge is the lack of empirical evidence on the impact of co-responder mental health crisis teams on the important criminal justice outcomes such as arrests rates, police use-of-force, and community confidence in law enforcement. While the programs are continuing to proliferate in the US, the body of research literature has failed to provide an answer on whether the programs are contributing to the improvement of those outcomes. This creates a gap in the decision-making of law enforcement administrators and policymakers about the strategies of crisis response. Thus, there is a need for further research in order to determine the impact of co-responder mental health crisis teams on criminal justice outcomes.

**Research Questions**

The following research questions will be used to guide this study:

**RQ1:** What is the impact of co-responder mental health crisis teams on arrest rates in behavioral health crisis situations?

**RQ2:** How does the presence of co-responder mental health crisis teams affect police use-of-force incidents in behavioral health crisis responses?

**RQ3:** What is the impact of co-responder mental health crisis teams on community confidence in law enforcement agencies?

**References**

Balfour, M. E., Hahn Stephenson, A., Delany-Brumsey, A., Winsky, J., & Goldman, M. L. (2022). Cops, clinicians, or both? Collaborative approaches to responding to behavioral health emergencies. Psychiatric Services, 73(6), 658–669.
[https://pubmed.ncbi.nlm.nih.gov/34666512/](https://pubmed.ncbi.nlm.nih.gov/34666512/)

Bailey, K., Lowder, E. M., Grommon, E., Rising, S., & Ray, B. R. (2022). Evaluation of a police–mental health co-response team relative to traditional police response in Indianapolis. Psychiatric Services, 73(4), 366–373
[https://pubmed.ncbi.nlm.nih.gov/34433289/](https://pubmed.ncbi.nlm.nih.gov/34433289/)

Marcus, N., & Stergiopoulos, V. (2022). Re-examining mental health crisis intervention: A rapid review comparing outcomes across police, co-responder and non-police models. Health & Social Care in the Community, 30(5), 1665–1679.
[https://pubmed.ncbi.nlm.nih.gov/35103364/](https://pubmed.ncbi.nlm.nih.gov/35103364/)

Nataliansyah, M. M., Merchant, K. A. S., Vakkalanka, J. P., Mack, L., Parsons, S., & Ward, M. M. (2023). Virtual partnership addressing mental health crises: Mixed methods study of a coresponder program in rural law enforcement. JMIR Mental Health, 10, e42610.
[https://pubmed.ncbi.nlm.nih.gov/36939827/](https://pubmed.ncbi.nlm.nih.gov/36939827/)

**Maxfield_RM_9e_PPT_Ch_08.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/maxfield-rm-9e-ppt-ch-08-pdf)

**Maxfield_RM_9e_PPT_Ch_09.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/maxfield-rm-9e-ppt-ch-09-pdf)

**Maxfield_RM_9e_PPT_Ch_09.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/maxfield-rm-9e-ppt-ch-09-pdf)

**## SEdwardsResearchTopicSubmissionAssignment1.docx**

2

**Background**

**The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

Shaquanna Edwards

Liberty University

July 5, 2026

**Background**

**The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

The issue of behavioral health emergencies has become more relevant for law enforcement, where officers need to attend to cases involving people who suffer from mental conditions, substance abuse disorders, or other emotional problems (Balfour et al., 2022). While the duty of police officers is to ensure security of the public, some of them lack skills to deal with the clinical aspects of a situation (Loureiro et al., 2026). This way, usual policing measures might involve making inappropriate arrests, increase use-of-force, and affect the trust in the agency negatively. In order to solve this problem, co-responder mental health crisis teams that include police officers and mental health specialists are used when responding to calls. Such approach is meant to enhance the de-escalation process, assist people in receiving help and decrease dependence on the criminal justice system as the main measure for behavioral health emergencies. However, despite of the increasing use of such programs, there is still insufficient data about its effects on law enforcement organizations.

In my research, the focus will be on exploring the correlation between co-responder mental health crisis teams and the following key indicators: the arrest rate, use of force instances, and community trust in law enforcement agencies. I chose this particular subject because it is important to have efficient solutions to behavioral health crisis situations that can significantly affect public safety, accountability of law enforcement officers, and the well-being of people who experience mental health crises. Results of my investigation can be helpful for law enforcement officers and decision-makers as well as local governments when they consider developing co-responder programs. My research can contribute to the existing body of knowledge related to evidence-based policing practices.

**References**

Balfour, M. E., Hahn Stephenson, A., Delany-Brumsey, A., Winsky, J., & Goldman, M. L. (2022). Cops, clinicians, or both? Collaborative approaches to responding to behavioral health emergencies. Psychiatric services, 73(6), 658-669.
[https://psychiatryonline.org/doi/pdf/10.1176/appi.ps.202000721](https://psychiatryonline.org/doi/pdf/10.1176/appi.ps.202000721)

Loureiro, L., Araújo, J., Pedreiro, A. T., & Simões, R. (2026). Mental Health Literacy About Depression in Public Security Police Officers: A Descriptive Cross-Sectional Study. Psychiatry International, 7(1), 30.
[https://lawscience.com.ua/web/uploads/pdf/Scientific_Journal_of_NAIA_Vol.29_No.2_2024-67-76.pdf](https://lawscience.com.ua/web/uploads/pdf/Scientific_Journal_of_NAIA_Vol.29_No.2_2024-67-76.pdf)

**## ResearchPaperAssignmentInstructions26.docx**

CJUS 740

**Research Paper Assignment Instructions**

**Overview**

In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

**Instructions**

Research Topic Submission Instructions

This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

Problem Statement / Research Questions Instructions

The next section of the paper involves an expansion of the first paragraph on why the student’s chosen dissertation issue is a problem related to criminal justice. This section will be titled “Problem Statement,” will be at least 4 paragraphs, and include at least 4 additional peer-reviewed references. At the conclusion of the problem statement, a new section, titled “Research Question(s)” will be added. In this brief section, the student will post his or her 1–3 central research question(s), which the student will seek to answer in his or her dissertation.

Draft Purpose Statement Instructions

The next section of the paper gives the purpose of the study. It explains what the student wants to accomplish and what his/her motivation for this study. The statement also includes the significance of the research. This section will be about 1–2 paragraphs on the purpose of the research. This entire section will be at least 4 paragraphs and include at least 4 additional peer-reviewed references.

Conceptual Draft of Chapter 1 Instructions

Now that the above is completed, the student must reread the chapter thoroughly and make corrections. Only 11 references have been required so far, but at least 9 more must be added at this point. Chapter 1 should be 8-10 pages, with at least twenty (20) peer-reviewed references dated within 5 years. You also should include the following additional sections:

· Operational Definitions: A section where important terms for your paper are defined.

· Scope and limitations: This area gives what you will be measuring and what your paper encompasses. The limitations are areas you cannot measure or what you cannot evaluate because of impossibility or other reasons noted in the text.

· Summary: This section is a one (1) paragraph summary of everything in chapter 1, with a transition statement to chapter 2.

Chapter 1 should be at least 8-10 double-spaced pages of content, with at least 20 peer-reviewed references.

Conceptual Draft of Chapter 2 (Literature Review) Instructions

This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources. After those two sections, the literature review is written. This literature review must be at least 30 pages. At the end of this section, you should have at least twenty (20) additional references though in this class (for a total of at least 50 pages, including chapter 1). A summary paragraph should be included at the end, with a transition to chapter 3.

The final paper in this class should be 38-40 pages, NOT including the title page, table of contents, references, appendixes, etc.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## SEdwardsProblemStatement.docx**

2

**Problem Statement**

Shaquanna Edwards

Liberty University

July 6, 2026

**Problem statement**

Behavioral health emergencies remain a persistent problem for police departments within the United States. Law enforcement professionals are usually among the first respondents that deal with the emergencies of people suffering from mental disorders, substance abuse problems, and other kinds of emotional stress. Despite the professional training that helps police maintain public order and protect citizens, most of the law enforcement personnel does not have sufficient clinical skills needed to address behavioral health emergencies. In this way, regular procedures of law enforcement can only exacerbate the situation, leading to additional arrests, incidents of use of force, and failure to provide proper behavioral health treatment (Balfour et al., 2022). Such situations have both aspects of public safety and healthcare, making them a criminal justice problem.

A number of police departments have embraced co-responder crisis teams that include mental health practitioners in response to behavioral health crisis situations. The team comprises a police officer teamed up with a mental health professional who responds to a crisis situation. The objective of this model is to limit arrest and ensure de-escalation of the situation, among others. There have been promising results from recent studies, where reductions in unnecessary criminal justice involvement and improved crisis response have been noted (Bailey et al., 2022). Results differ significantly depending on the location because of differences in the way the co-responder models are designed, funded, staffed, and supported in the community (Marcus & Stergiopoulos, 2022). Therefore, there is doubt on the effectiveness of the co-responder model in different police departments.

A further issue to note is that of a limited number of studies investigating various criminal justice outcomes together. Current literature tends to concentrate on the impact of co-responder models on a particular outcome rather than on all outcomes at once, including arrest frequency, use of force by the police, and community confidence. Community confidence has become an increasingly important factor as the police try to enhance their legitimacy and procedural justice, as well as adequately respond to vulnerable populations (Nataliansyah et al., 2023). In the absence of a comprehensive research base, police leaders and policymakers will have little basis for making decisions about expanding or reforming the co-responder approach.

The challenge is the lack of empirical evidence on the impact of co-responder mental health crisis teams on the important criminal justice outcomes such as arrests rates, police use-of-force, and community confidence in law enforcement. While the programs are continuing to proliferate in the US, the body of research literature has failed to provide an answer on whether the programs are contributing to the improvement of those outcomes. This creates a gap in the decision-making of law enforcement administrators and policymakers about the strategies of crisis response. Thus, there is a need for further research in order to determine the impact of co-responder mental health crisis teams on criminal justice outcomes.

**Research Questions**

The following research questions will be used to guide this study:

**RQ1:** What is the impact of co-responder mental health crisis teams on arrest rates in behavioral health crisis situations?

**RQ2:** How does the presence of co-responder mental health crisis teams affect police use-of-force incidents in behavioral health crisis responses?

**RQ3:** What is the impact of co-responder mental health crisis teams on community confidence in law enforcement agencies?

**References**

Balfour, M. E., Hahn Stephenson, A., Delany-Brumsey, A., Winsky, J., & Goldman, M. L. (2022). Cops, clinicians, or both? Collaborative approaches to responding to behavioral health emergencies. Psychiatric Services, 73(6), 658–669.
[https://pubmed.ncbi.nlm.nih.gov/34666512/](https://pubmed.ncbi.nlm.nih.gov/34666512/)

Bailey, K., Lowder, E. M., Grommon, E., Rising, S., & Ray, B. R. (2022). Evaluation of a police–mental health co-response team relative to traditional police response in Indianapolis. Psychiatric Services, 73(4), 366–373
[https://pubmed.ncbi.nlm.nih.gov/34433289/](https://pubmed.ncbi.nlm.nih.gov/34433289/)

Marcus, N., & Stergiopoulos, V. (2022). Re-examining mental health crisis intervention: A rapid review comparing outcomes across police, co-responder and non-police models. Health & Social Care in the Community, 30(5), 1665–1679.
[https://pubmed.ncbi.nlm.nih.gov/35103364/](https://pubmed.ncbi.nlm.nih.gov/35103364/)

Nataliansyah, M. M., Merchant, K. A. S., Vakkalanka, J. P., Mack, L., Parsons, S., & Ward, M. M. (2023). Virtual partnership addressing mental health crises: Mixed methods study of a coresponder program in rural law enforcement. JMIR Mental Health, 10, e42610.
[https://pubmed.ncbi.nlm.nih.gov/36939827/](https://pubmed.ncbi.nlm.nih.gov/36939827/)

**Maxfield_RM_9e_PPT_Ch_08.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/maxfield-rm-9e-ppt-ch-08-pdf)

**Maxfield_RM_9e_PPT_Ch_09.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/maxfield-rm-9e-ppt-ch-09-pdf)

**## SEdwardsResearchTopicSubmissionAssignment1.docx**

2

**Background**

**The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

Shaquanna Edwards

Liberty University

July 5, 2026

**Background**

**The Impact of Co-Responder Mental Health Crisis Teams on Arrest Rates, Use of Force, and Community Trust in Law Enforcement**

The issue of behavioral health emergencies has become more relevant for law enforcement, where officers need to attend to cases involving people who suffer from mental conditions, substance abuse disorders, or other emotional problems (Balfour et al., 2022). While the duty of police officers is to ensure security of the public, some of them lack skills to deal with the clinical aspects of a situation (Loureiro et al., 2026). This way, usual policing measures might involve making inappropriate arrests, increase use-of-force, and affect the trust in the agency negatively. In order to solve this problem, co-responder mental health crisis teams that include police officers and mental health specialists are used when responding to calls. Such approach is meant to enhance the de-escalation process, assist people in receiving help and decrease dependence on the criminal justice system as the main measure for behavioral health emergencies. However, despite of the increasing use of such programs, there is still insufficient data about its effects on law enforcement organizations.

In my research, the focus will be on exploring the correlation between co-responder mental health crisis teams and the following key indicators: the arrest rate, use of force instances, and community trust in law enforcement agencies. I chose this particular subject because it is important to have efficient solutions to behavioral health crisis situations that can significantly affect public safety, accountability of law enforcement officers, and the well-being of people who experience mental health crises. Results of my investigation can be helpful for law enforcement officers and decision-makers as well as local governments when they consider developing co-responder programs. My research can contribute to the existing body of knowledge related to evidence-based policing practices.

**References**

Balfour, M. E., Hahn Stephenson, A., Delany-Brumsey, A., Winsky, J., & Goldman, M. L. (2022). Cops, clinicians, or both? Collaborative approaches to responding to behavioral health emergencies. Psychiatric services, 73(6), 658-669.
[https://psychiatryonline.org/doi/pdf/10.1176/appi.ps.202000721](https://psychiatryonline.org/doi/pdf/10.1176/appi.ps.202000721)

Loureiro, L., Araújo, J., Pedreiro, A. T., & Simões, R. (2026). Mental Health Literacy About Depression in Public Security Police Officers: A Descriptive Cross-Sectional Study. Psychiatry International, 7(1), 30.
[https://lawscience.com.ua/web/uploads/pdf/Scientific_Journal_of_NAIA_Vol.29_No.2_2024-67-76.pdf](https://lawscience.com.ua/web/uploads/pdf/Scientific_Journal_of_NAIA_Vol.29_No.2_2024-67-76.pdf)

**## ResearchPaperAssignmentInstructions26.docx**

CJUS 740

**Research Paper Assignment Instructions**

**Overview**

In this course, you will build the outline for your dissertation. Your dissertation consists of five chapters, each containing sections, and the student will set up only the first three chapters in this class. These do NOT have to be finished copies, however, the basis of the dissertation will be set up, so you may have a basic framework moving forward in your studies.

NOTE: You will resubmit the same document throughout this course. You will add onto the dissertation with each course milestone (each module). Hence, all the instructions for each part are contained in this document.

NOTE 2: Your committee chair may ask you to add sections or rearrange sections, which is acceptable. This course follows the text’s outline and will not necessarily produce a final dissertation copy, but a framework to present to the chair of the committee. Every dissertation is different, so the length is a guideline. There is no maximum length of each section, unless noted differently.

NOTE 3: For this class, you will use the Dissertation Template given in this Module: Week. Your paper should be a running paper through the first five Modules: Weeks.

**Instructions**

Research Topic Submission Instructions

This section is the opening 1–2 paragraphs of the student’s dissertation, which will be titled “Background” or something of that nature, in his/her dissertation. This paper section must contain a title page, body of the paper, and a reference page. This section is the opening paragraph or two of your dissertations, titled “Background” or something of that nature, in your dissertation. It tells the reader what your study is about, why it is important, and who will benefit from the study. It also contains a basic or general history of the problem (those historical details will be included in a different section). This paper section should contain a title page, body of the paper, and a reference page. At least 2 references (all peer-reviewed) should be included in this draft. All references (here and future parts) should be no more than five (5) years old.

Problem Statement / Research Questions Instructions

The next section of the paper involves an expansion of the first paragraph on why the student’s chosen dissertation issue is a problem related to criminal justice. This section will be titled “Problem Statement,” will be at least 4 paragraphs, and include at least 4 additional peer-reviewed references. At the conclusion of the problem statement, a new section, titled “Research Question(s)” will be added. In this brief section, the student will post his or her 1–3 central research question(s), which the student will seek to answer in his or her dissertation.

Draft Purpose Statement Instructions

The next section of the paper gives the purpose of the study. It explains what the student wants to accomplish and what his/her motivation for this study. The statement also includes the significance of the research. This section will be about 1–2 paragraphs on the purpose of the research. This entire section will be at least 4 paragraphs and include at least 4 additional peer-reviewed references.

Conceptual Draft of Chapter 1 Instructions

Now that the above is completed, the student must reread the chapter thoroughly and make corrections. Only 11 references have been required so far, but at least 9 more must be added at this point. Chapter 1 should be 8-10 pages, with at least twenty (20) peer-reviewed references dated within 5 years. You also should include the following additional sections:

· Operational Definitions: A section where important terms for your paper are defined.

· Scope and limitations: This area gives what you will be measuring and what your paper encompasses. The limitations are areas you cannot measure or what you cannot evaluate because of impossibility or other reasons noted in the text.

· Summary: This section is a one (1) paragraph summary of everything in chapter 1, with a transition statement to chapter 2.

Chapter 1 should be at least 8-10 double-spaced pages of content, with at least 20 peer-reviewed references.

Conceptual Draft of Chapter 2 (Literature Review) Instructions

This chapter of the paper is the longest and usually the most difficult for students. Only two prescribed sections are included in chapter 2 as this presents the student’s research into what has been written about the topic. Chapter 2 will begin with an introduction and the student’s strategies to finding literature. The student must give a percentage ratio of his/her sources since 85% of the references in any dissertation must come from peer-reviewed research and 15% may come from other sources. After those two sections, the literature review is written. This literature review must be at least 30 pages. At the end of this section, you should have at least twenty (20) additional references though in this class (for a total of at least 50 pages, including chapter 1). A summary paragraph should be included at the end, with a transition to chapter 3.

The final paper in this class should be 38-40 pages, NOT including the title page, table of contents, references, appendixes, etc.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

Page 2 of 2

**## SEdwardsProblemStatement.docx**

2

**Problem Statement**

Shaquanna Edwards

Liberty University

July 6, 2026

**Problem statement**

Behavioral health emergencies remain a persistent problem for police departments within the United States. Law enforcement professionals are usually among the first respondents that deal with the emergencies of people suffering from mental disorders, substance abuse problems, and other kinds of emotional stress. Despite the professional training that helps police maintain public order and protect citizens, most of the law enforcement personnel does not have sufficient clinical skills needed to address behavioral health emergencies. In this way, regular procedures of law enforcement can only exacerbate the situation, leading to additional arrests, incidents of use of force, and failure to provide proper behavioral health treatment (Balfour et al., 2022). Such situations have both aspects of public safety and healthcare, making them a criminal justice problem.

A number of police departments have embraced co-responder crisis teams that include mental health practitioners in response to behavioral health crisis situations. The team comprises a police officer teamed up with a mental health professional who responds to a crisis situation. The objective of this model is to limit arrest and ensure de-escalation of the situation, among others. There have been promising results from recent studies, where reductions in unnecessary criminal justice involvement and improved crisis response have been noted (Bailey et al., 2022). Results differ significantly depending on the location because of differences in the way the co-responder models are designed, funded, staffed, and supported in the community (Marcus & Stergiopoulos, 2022). Therefore, there is doubt on the effectiveness of the co-responder model in different police departments.

A further issue to note is that of a limited number of studies investigating various criminal justice outcomes together. Current literature tends to concentrate on the impact of co-responder models on a particular outcome rather than on all outcomes at once, including arrest frequency, use of force by the police, and community confidence. Community confidence has become an increasingly important factor as the police try to enhance their legitimacy and procedural justice, as well as adequately respond to vulnerable populations (Nataliansyah et al., 2023). In the absence of a comprehensive research base, police leaders and policymakers will have little basis for making decisions about expanding or reforming the co-responder approach.

The challenge is the lack of empirical evidence on the impact of co-responder mental health crisis teams on the important criminal justice outcomes such as arrests rates, police use-of-force, and community confidence in law enforcement. While the programs are continuing to proliferate in the US, the body of research literature has failed to provide an answer on whether the programs are contributing to the improvement of those outcomes. This creates a gap in the decision-making of law enforcement administrators and policymakers about the strategies of crisis response. Thus, there is a need for further research in order to determine the impact of co-responder mental health crisis teams on criminal justice outcomes.

**Research Questions**

The following research questions will be used to guide this study:

**RQ1:** What is the impact of co-responder mental health crisis teams on arrest rates in behavioral health crisis situations?

**RQ2:** How does the presence of co-responder mental health crisis teams affect police use-of-force incidents in behavioral health crisis responses?

**RQ3:** What is the impact of co-responder mental health crisis teams on community confidence in law enforcement agencies?

**References**

Balfour, M. E., Hahn Stephenson, A., Delany-Brumsey, A., Winsky, J., & Goldman, M. L. (2022). Cops, clinicians, or both? Collaborative approaches to responding to behavioral health emergencies. Psychiatric Services, 73(6), 658–669.
[https://pubmed.ncbi.nlm.nih.gov/34666512/](https://pubmed.ncbi.nlm.nih.gov/34666512/)

Bailey, K., Lowder, E. M., Grommon, E., Rising, S., & Ray, B. R. (2022). Evaluation of a police–mental health co-response team relative to traditional police response in Indianapolis. Psychiatric Services, 73(4), 366–373
[https://pubmed.ncbi.nlm.nih.gov/34433289/](https://pubmed.ncbi.nlm.nih.gov/34433289/)

Marcus, N., & Stergiopoulos, V. (2022). Re-examining mental health crisis intervention: A rapid review comparing outcomes across police, co-responder and non-police models. Health & Social Care in the Community, 30(5), 1665–1679.
[https://pubmed.ncbi.nlm.nih.gov/35103364/](https://pubmed.ncbi.nlm.nih.gov/35103364/)

Nataliansyah, M. M., Merchant, K. A. S., Vakkalanka, J. P., Mack, L., Parsons, S., & Ward, M. M. (2023). Virtual partnership addressing mental health crises: Mixed methods study of a coresponder program in rural law enforcement. JMIR Mental Health, 10, e42610.
[https://pubmed.ncbi.nlm.nih.gov/36939827/](https://pubmed.ncbi.nlm.nih.gov/36939827/)

**Maxfield_RM_9e_PPT_Ch_08.pdf**

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**Maxfield_RM_9e_PPT_Ch_09.pdf**

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November 6, 2026
[Solved] EDU 542 week 3 discussion

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Using the TIP model, develop a short lesson plan that includes the use of technology to support a learning objective. Once you have the plan outlined, use the RAT Matrix to analyze your plan. – In your discussion post, provide the results of your analysis and discuss how the analysis results can be …

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Assignment Prompt & Instructions

Using the TIP model, develop a short lesson plan that includes the use of technology to support a learning objective. Once you have the plan outlined, use the RAT Matrix to analyze your plan.

– In your discussion post, provide the results of your analysis and discuss how the analysis results can be used to help improve your plan.

November 6, 2026
[Solved] RTI & EBP

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Identify 3 effective and 3 ineffective strategies or practices

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Assignment Prompt & Instructions

Identify 3 effective and 3 ineffective strategies or practices

November 6, 2026