謝振禮老師雅思范文：監(jiān)獄教育
IELTS Writing Task 2
Essay Topic: Criminals and Prisons
As seen in China, 2012-5-12

舊題>Some people think that sending criminals to prison is an effective way to deal with them. Others think that education and training are better solutions. Discuss both views and give your opinion.

新題>"Prisons are useless for crime problems and education is a better solution. " Do you agree or disagree with this statement?

Give reasons for your answer and include any relevant examples from your knowledge or experience.

謝振禮老師點(diǎn)評(píng)：

此試題把作者搞糊涂了，頓時(shí)無(wú)從下手作答。按個(gè)人的知識(shí)或經(jīng)驗(yàn)，重犯理當(dāng)坐大牢，藉以隔離社會(huì)而不至于再傷害無(wú)辜。監(jiān)獄里都有職業(yè)訓(xùn)練——木工，水泥工，機(jī)器工，烹飪，修車，也有成人教育課程?？傁Ｍ溉顺霆z后改邪歸正，從此變成良民。搞不懂的是為什么真題問(wèn): 施于罪犯教育訓(xùn)練勝過(guò)送這些壞蛋去坐牢更是良策。你同意還是不同意。疑點(diǎn)是：難道教育的場(chǎng)所是和監(jiān)獄分開？搞不懂！

拜讀過(guò)名師慎小嶷老師的雅思真題范文。英文寫作高手答題的立場(chǎng)清清楚楚，論證頭頭是道，很值得烤鴨參考。大意是說(shuō)教育囚犯比起監(jiān)禁囚犯更為劃算，而卻又能讓壞人有改過(guò)自新的機(jī)會(huì)。就這樣寫，只要英文有慎老師一半的水平，保證寫作高分。

謝老師的范文有點(diǎn)七上八下。論點(diǎn)包掛，作奸犯科者難逃服刑，同時(shí)也在監(jiān)獄里接受職業(yè)管訓(xùn)，雖然效果僅僅是聊勝于無(wú)?？傊?，大牢是非去不可，如此至少讓社會(huì)安寧一點(diǎn)。不要高估獄中教育的正面效果，因?yàn)槭聦?shí)證明出獄后的惡人往往變本加厲，危害社會(huì)。君不見監(jiān)獄的大門是旋轉(zhuǎn)門，犯人進(jìn)進(jìn)出出，這也說(shuō)明教育的用意雖然無(wú)懈可擊，卻又看不到期待的教育效果。所以謝老師的立場(chǎng)：教育不能代替監(jiān)獄。

Example Writing
By Jeenn Lee Hsieh

First thing first, accept that sending criminals to prison is an effective, if not the only way, to protect society. Stop thinking in terms of education as "punishment" for a moment and instead think about safeguarding innocent people from incorrigible violent sex offenders, trigger-happy drug dealers, and cold-blooded murderers. Education does reduce crimes to some extent; however, it is doubtful if most of them would choose to live a life that is crime-free.

Since most inmates eventually return to the community, it seems not a bad idea to help them learn a trade and gain skills to make a decent living. And that is why training programs are often believed to be positive in changing criminal behavior. Nevertheless, most statistics tend to tell a different story. As it is, rather than becoming productive members of society, they turn themselves into more skilled criminals. So it is one thing that rehabilitation offers opportunities; it is quite another whether career criminals make good use of their prison time. In most cases, after serving their terms they continue commiting offences of a more sophisticated kind.

Education is more a romantic option than an effective solution for crime problems. At this point, it must be made clear that the argument is not against education in correctional facilities, considering that most inmates are under-educated. Rather, the case is concerned about a control policy to strictly supervise specific released prisoners for at least two years to observe what might happen to society. Here, skeptics claim that, in many cases, prison education produces nothing more than "better-educated criminals", only more dangerous. That the violent crime wave is raging while most prisons are over-crowded certainly does not reflect a significant decrease in recidivism. It merely shows the fear and impotence of innocent people in the community.

The point is that sending criminals to prison is effective, if only by moving them away from the community. On the other hand, to regard prison education as an effective "punishment" is simply wishful-thinking, in view of relevant evidence that underlies recidivism. In all events, education provides opportunities, however limited, but it depends on the way those repeat offenders see these opportunities, the rest being pure guessing. （謝振禮老師原創(chuàng)）