13592 治罪从严
Jeenn Lee Hsieh 范文解析
ielts360toefl@hotmail.com
Topic: Should We Be 'Tough' On Crime?
Imposing 'tough' sentences is widely believed to be the most appropriate way to deal with offenders.
This belief typically focuses on retribution instead of rehabilitation.
Before we come to this conclusion, let us examine the evidence for and against punitive sentencing.
On the one hand, punitive sentencing appears to meaningfully reduce crime and re-imprisonment rates for 'severe' offences.
This notion is the principal supporting evidence for being 'tough' on crime policies.
Based on this concept, offences can be prevented while offenders are incarcerated, as these offenders have little or no opportunity to commit new crimes.
According to studies in the fields of law and psychology, being tough on crime policies is likely to generate harsher penalties, acting as a deterrent for members of the general public.
Moreover, those researchers who advocate for being 'tough' claim that nothing really works in rehabilitating serious offenders, and that even very young offenders should be held responsible to the same punitive standards as adults because dangerous teenagers as well are a constant threat to society.
In general terms, the justification for this approach is founded on public concerns over rising crime rates and an increasing dissatisfaction with 'soft' criminal sentencing.
On the other hand, some academic experts tend to go 'soft', thus standing against 'tough' sentencing.
This claim is due mainly to the consideration of the financial costs of incarceration.
It seems to suggest that rehabilitation could result in a bigger payoff, not only financially but also in reductions in crime, than methods characteristic of being 'tough' on crime policies.
That is to say, it is not justifiable to be 'tough' for its own sake without taking into account the fact that increasing punitive measures would only lead to a rapidly growing correctional system that has strained government budgets.
As a consequence of this observation, prisons are over-crowded, conditions deteriorate, services become under-provided, and interventions targeting underlying criminal factors become out-dated.
In short, if only for financial reasons, it might not be a bad idea to support rehabilitation rather than retribution.
After analyzing the pros and cons about the controversy over punitive sentencing, we had better choose to be on the safe side, if necessary at any price, and get 'tough'.
Whereas retribution may incur a huge financial burden, actually rehabilitation seldom works.
On balance, it sounds more fair that, to different degrees, offenders, too, should pay the costs of their crimes in prisons.
(Essay created by Jeenn Lee Hsieh ielts360toefl@hotmail.com pigai zuowen)
Introduction and Conclusion: Full Cycle
There is no single formula for writing introductions and conclusions. The introduction and conclusion allow a writer to address, respectively, the overall purpose and significance of an essay. In general terms, the introduction states the intention, while the conclusion defines the achievement of an essay. Together they constitute the frame for your paper, providing the first and last opportunities to persuade your reader of its value--that your opinion is justified.
Some students worry that if they present their central ideas in the introduction, they will have left nothing left to say in the body of the paper. Actually your reader (or examiner) is looking to the introduction for a clear statement of purpose; if it is not there, you may lose more in the confusion than you gain in suspense.
Remember that the strength of your paper lies not only in the introductory presentation of your precise opinion, but also in the careful execution of a well-developed argument in the body paragraphs.
Body Paragraphs: Typically two (sometimes three)
Topic Sentences>Each body paragraph will begin with a topic sentence which introduces a signpost. All of the information in that paragraph will be logically related to that topic sentence, which in turn should obviously related to the thesis.
Supporting Sentences>You use reasons, examples or details from your knowledge or experience, etc. to support your topic sentences in each body paragraph. A good rule of thumb is to have at least two points with explanations to support each topic sentence.
You may try writing at the length within 5 to 7 sentences (including a topic sentence), and, believe it, 6 is a magic number for a body paragraph. That is, compose a topic sentence, to be followed by 5 supporting sentences that flow logically within the body paragraph.
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A global selection of IELTS essay topics (writing Task 2 prompts)
Past essay questions as seen in IELTS writing exams in China
Examples: Introduction and Conclusion
Examples: Body Paragraphs A and B, each beginning with a Topic Sentence
Tips: Jeenn Lee Hsieh's answers to frequently asked questions about IELTS writing
Linking IELTS writing score to TOEFL writing score
Popular web pages in English to help you prepare for IELTS writing (also--speaking, reading, listening)
Evaluating your writing according to the official IELTS scoring guide
Logical composition>Online lessons: thesis well focused, structurewell organized, content well supported
English grammar>Online lessons: rhetoric--language effectiveness, syntax--sentence variety, lexicon--word choice
And more useful materials...upon your request
@Free information for TOEFL test-takers
A global selection of essay topics (independent writing task prompts)
TWE writing topic list of 185 (classified in six sections)
Examples: Introduction and Conclusion
Examples: Body Paragraphs A and B, each beginning with a Topic Sentence
Tips: Jeenn Lee Hsieh's answers to frequently asked questions about iBT writing
Linking TOEFL writing score to IELTS writing score
Popular web pages in English to help you prepare for TOEFL writing (also--speaking, reading, listening)
Evaluating your writing according to the official TOEFL scoring standard
Logical composition>Online lessons: thesis well focused, structure well organized, content well supported
English grammar>Online lessons: rhetoric--language effectiveness, syntax--sentence variety, lexicon--word choice
And more useful materials...upon your request
@Notes for Chinese-speaking students: ielts360toefl@hotmail.com
》论说文的三件事：【立场】=Position, 【支持】=Support, 【抽象】=Abstract Ideas
立场 产生主题 (主题Thesis--焦点Focus--指标Signposts)
支持 支持主题(理由Reasons--例子Examples--细节Details)
抽象 属于意见(不是事实。既然是意见，则需要论证)Opinions, Not Facts
》论说文的三部分：【引言】=起。【主体】=承+转。【结论】=合。
引言Introduction 申论主题 集中焦点 话分两头 (Say what you are going to say.)
主体Body A and B 两段对应 分头论证 支持主题 (Say it, with evidence.)
结论Conclusion 二合为一 还原焦点 重申主题 (Say what you have said.)
》前呼后应：【引言】前呼 【结论】后应; Introduction and Conclusion--each has the other in mind.
起=引言 Introduction>From the general to the specific 话题范围 由宽而细 (起中有合--主题Thesis 焦点Focus 指标SignpostsA+B)
Thesis>To state your Thesis by presenting your position (opinion) in response to the essay question.
Focus>To narrow down the scope of your opinion and make it limited and more manageable for proof or evidence.
Signposting>To orient what you are going to prove in the Body Paragraphs (A and B).
合=结论 Conclusion>From the specific to the general 话题范围 由细而宽 (合中有起--指标Signposts A+B 焦点Focus 主题Thesis)
Signposting>To repeat what you have said in the Body Paragraphs A and B.
Focus>To return to the focus of your opinion.
Thesis>To restate your Thesis.
》话分两头：Body Paragraphs A and B 分头论证 (中体承段A 中体转段B)
承段指标=Topic Sentence 意见Opinion指标Signpost A(+举例说明Examples+细节补充Details)
Topic Sentence A<from p="" a
Supporting Sentence
Supporting Sentence
Supporting Sentence
Supporting Sentence
Supporting Sentence
转段指标=Topic Sentence 意见Opinion指标Signpost B(+举例说明Examples+细节补充Details)
Topic Sentence B<from p="" signpost="" b
Supporting Sentence
Supporting Sentence
Supporting Sentence
Supporting Sentence
Supporting Sentence
