Why is crime prevention and community safety important in the study of criminology? Consider this question by drawing upon the benefits of either situational or social crime prevention.
Please prepare an essay responding to the above question.
Word Limit: 1,500 words excluding reference list.
You must use a MINIMUM of eight academic sources. This can include academic books, academic journal articles, quality news sites and data reports.
Please ensure you use the Harvard Referencing System.
The assignment itself must be submitted as a Word document in Arial font size 11 with double line spacing.
Marking Scheme
In this essay, students are expected to demonstrate a sound understanding of what constitutes crime prevention and community safety, providing clear definitions of both terminologies. They should then proceed to explain the significance of these terms within the study of criminology and draw out their arguments further by focussing on either situational or social crime prevention. They need to fully engage with the following points:
a) Provide clear definitions of both crime prevention and community safety.
b) Examine the importance of crime prevention and community safety within the study of criminology.
c) Focus on either situational or social crime prevention, providing a clear definition of their chosen type.
d) Critically discuss the contributions of situational or social crime prevention to crime prevention and community safety.
e) Provide fitting examples/case studies to illustrate the benefits and/or weaknesses of either situational or social crime prevention.
f) Summarise the main arguments of the essay in a concise conclusion, including suitable recommendations.
80+ Engagement with all of the key issues (a)-(f), exemplifying a high level of critical analysis, excellent structure and a mature style of academic writing.
70-79 Engagement with almost all of the key issues (a)-(f), but with marginally less critical engagement with the principles, excellent structure.
60-69 Identification of the majority of the key issues (a)-(f), with some minor omissions, and with measurably less critical engagement with the principles, very good structure.
50-59 Identification of many of the key issues (a)-(f), with some omissions, and with measurably less critical engagement with the principles, clear structure.
40-49 Identification of some of the key issues (a)-(f), with major omissions and with little critical engagement with the principles, basic structure.
30-39 Identification of a key issue in (a)-(f), with little/no critical engagement with the principles, evidence of limited structure.
20-29 Identification of a key issue (a)-(f), with no critical engagement, poor/no structure.
0-19 Little/no identification of a key issue (a)-(f), with no critical engagement, poor/no structure.