Lesson Three More Crime and Less Punishment --- I

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Lesson ThreeMore Crime and Less Punishment
--- I

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Content

• 1. Word Study
• 2. General Introduction
• 3. Writing Techniques
• 4. Language and Style

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I. Word Study

• .1 . 1. approval
• 1. approval
• n. the act of approving an official approbation
• sanction
• for sb.s approval ?????
• give ones approval to ??
• present sth. to sb. for approval ?????????
• submit sth. to sb. for approval ?????????
• with/without approval of ?/?????

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• v. Approve
• Examples
• Her father will never approve of her marriage
  to you.
• Congress approved the budget.
• .
• 2.commit
• v. a. to do, perform, or perpetrate
• b. to make known the views of (oneself) on
  an issue
• c. to consign for future use or reference
  or for
• preservation
• Examples
• to commit a crime/an error
• Chairman refused to commit himself on the
  controversial subject before making due
  investigations

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• 3. .
• 3. convict
• v. to find or prove (someone) guilty of an
  offense or crime, especially by the verdict of a
  court

Examples The jury convicted the defendant of
manslaughter. He was convicted of murder. 4.
deter v. to prevent or discourage from acting, as
by means of fear or doubt Examples Does
negotiated disarmament deter war? Failure did not
deter us from trying it again.
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• 4. prior
• a. preceding in time or order
• b. preceding in importance or value
• Examples
• I have a prior engagement and so cant go with
  you.
• This task is prior to all others.
• a prior consideration ????
• You must give this matter priority

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• 5. reject
• v. to refuse to accept, submit to, believe, or
  make use of
• Examples
• He rejected their invitation point-blank.
• reject an offer of help ?????????
• reject an appeal ????
• 6. household
• a. a. connected with looking after a house and
  the people in it
• b. commonly known familiar
• Examples
• household appliances ????
• Koda has become a household name

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• 7. decline
• v. a. to refuse politely
• b. to draw to a gradual close to wane
• Examples
• I declined their offer of help.
• an empire that has declined ???????
• sink into a decline ????, ???? ????
• (?????????)
• on the decline ????, ????
• the decline of life ??, ??

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• cf. decline, refuse, reject
• decline ???????????
• He declined the nomination.
• refuse ????? ???????????
• He refused to take the money.
• reject ?????????????
• They rejected damaged goods.

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II General Introduction

• Purpose of the text
• The essay does not attempt to deal with all the
  various aspects of the crime problem. Rather, it
  aims to persuade the readers that punishment does
  not deter crime, probably in reply to
  observations that harsh punishments should be
  enforced to reduce crime.

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Structure of the text

• Part One the first three paragraphs,
  introduction. The writer shows, with statistics,
  how serious the crime problem is in the US and
  introduces the central idea of his essay
  punishment does not reduce crime.
• Part two (paras 4--9) the body of the essay,
  he goes on to analyze why punishment doesnt
  deter crime. He observes that with so many
  criminals to handle, the US criminal justice
  system is only able to lock up the most serious
  offenders the public is unwilling to pay for
  prison construction
• Part three the last paragraph, the
  conclusion. The central idea is restated in a
  more affirmative and emphatic way getting tough
  with criminals is not the answer to the crime
  problem.

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III Writing Devices

• 1) Statistical Information
• This is an argumentative of writing, in which the
  writer tries, using clear thinking and logic and
  logic, to convince readers of the soundness of
  his opinion Punishment does not deter crime. In
  order to convince, a writer needs evidence here,
  Moran chiefly uses statistical evidence,
  including exact statistical information (on the
  re-imprisonment of paroled criminals) and
  approximate statistics (on the crime rate of the
  US)

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• 2) Analogy
• Analogy is the comparison of two unlike things
  for the purpose of illustration. The comparison
  is possible because the two things have sth. in
  common. In the fourth paragraph, the writer
  compares a criminals acceptance into a prison
  with the admission of a high-school graduate to a
  college. The similarity is both have to maintain
  certain standards, and the standards change
  according to the law of supply and demand (The
  more candidates there are, the higher the
  standards for acceptance.)

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• 3) Rhetorical Questions
• Those are questions that do not expect an answer
  but express a strong feeling, opinion or
  impression. Three rhetorical questions are used
  in the 2nd paragraph as way of challenging
  readers, making them either agree with the writer
  or think why they do not. Such questions achieve
  more effect than statements expressing the same
  ideas.

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• 4) Selective Use of Repetition
• Repetition is used for emphasis and expression of
  a strong feeling .In paragraph 6, the structure
  Of the/ everyonly/about is used five times
  for emphasis. Repetition of words and structures
  can be very useful if used carefully.

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IV Language Style

• The style slightly formal, as is the case of
  serious essays. We find quite a number of long
  sentences with complicated structure.
• Language both formal and informal words and
  expressions are used as we find in formal essays.

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• This is the end of Part One