Sunday, October 02, 2016

IELTS Express Intermediate Second Edition Unit 4: Writing p.38-41

(Supplementary Materials for Specific Textbooks--IELTS Express Intermediate)

Treasure Hunt (drive, docs, pub)
PowerPoint for feedback on Treasure Hunt (drive, slides, pub)
Death Penalty Point Counterpoint Articles (drive, docs, pub)
Slap the Board (drive, docs, pub)
Find someone who agrees or disagrees (drive, docs, pub)

1.  For Writing Task 2, at least how many words do you have to write?
2.  In Writing Task 2, you are asked for your ____________________ on a question.
3.  In Writing Task 2, the writing question is very often worded as what?
4.  In Writing Task 2, you are assessed on what 4 criteria?  (You only need to give the names for this answer.)
5.  Match this question to the criteria:
have you used a range of grammatical structures and have these been used accurately?
6.  Match this definition to the criteria:
How well you answer the questions, i.e. the content and ideas.
7.  Match this question to the criteria:
have you used an appropriate range of vocabulary?
8.  Match this definition to the criteria:
how your essay is organized, and how the different parts are connected.
9.  What are four examples of language structures that connect and support your arguments?
10.  You should allow yourself a few minutes at the end for what?
11.  You should decide how you will organize your essay before you start writing.  TRUE/FALSE
12.  Name at least 2 things you should do before you start writing your essay.  (Your textbook mentions several things, but you only need to name 2 things to get credit for this question.)

Treasure Hunt  
The teacher has hidden 12 questions outside of the class.  See if you can find and answer the questions.  The first team to finish will get a prize.
All the questions come from pages 38, 39, 40 and 41 of your textbook, so make sure you take your textbooks with you.  The answers to some questions may be the same.



3. _____________________________________________________________________________

4. A)_____________________________________________________________________________
   B) _____________________________________________________________________________
   C). _____________________________________________________________________________
   D). _____________________________________________________________________________

5. _____________________________________________________________________________
6. _____________________________________________________________________________

7. _____________________________________________________________________________

8. _____________________________________________________________________________

9. A)_____________________________________________________________________________
   B) _____________________________________________________________________________
   C). _____________________________________________________________________________
   D). _____________________________________________________________________________

10. _____________________________________________________________________________

11. _____________________________________________________________________________

12. A)_____________________________________________________________________________
   B) _____________________________________________________________________________
1.  250
2.  opinion
3.  Do you agree or disagree?
4.  task response
coherence and cohesion
lexical resource
Grammatical range and accuracy
5.  grammatical range and accuracy
6.  task response
7.  lexical resource
8.  coherence and cohesion
9.  for example…
which means that…
10.  check your essay for spelling, punctuation, and grammar mistakes
11.  true
12.  * draw two columns (“for” and “against”) and list three to four points for each side of the argument  (brainstorm arguments for and against).  Then decide which of these arguments you will include in your essay
*  Identify the key words
*  ask yourself questions about each of the key words in the essay question to help you plan your answer
*  Decide how you will structure your essay



State-sponsored murder is unjust

By Joel Swagman

“Murder in a uniform is heroic, in a costume it is a crime.” -- Abbie Hoffman.
With the growing controversy surrounding Mumia Abu Jamal, the death penalty issue is once again in the public eye, as well it should be. Since the death penalty was reinstated in 1976, 576 people have been murdered by the U.S. government. During this time, the death penalty has become increasingly unpopular internationally. Since 1989, over 25 countries have abolished the death penalty, leaving only 39 countries worldwide that still practice it. Yet, the United States has only increased its number of executions. So far, 74 people have been executed in 1999, the most ever since reinstatement. Even worse, the United States is one of the top 10 countries, along with Iran and China, in terms of the number of executions. Further, the United States is one of only six countries that executes juveniles and has executed over half of the juveniles executed in these countries since 1990. The United States also executes mentally ill individuals, in violation of international standards.
I believe that since Jesus died for everyone, we have no right to play with a life that he has already purchased.
Despite the obvious moral implications associated with the death penalty, a screaming question Mumia Abu Jamal’s case has brought to the forefront is: Can our judicial system handle the death penalty?
Of course, cases like Mumia Abu Jamal’s, where an innocent man is sentenced to death, are extremely rare and mostly limited to the movies, right? Not so, according to Amnesty International, which estimates that since the turn of the century, as many as 23 people have been wrongfully executed.
Not only that, but the imbalance in the application of the death penalty is staggering. Of the people prosecuted for the death penalty between 1988 and 1994, nine out of 10 were either African American or Hispanic.
Over the past 20 years, approximately 80 percent of the people sentenced to death were charged with killing a white person, despite the fact that whites and blacks are murdered with equal frequency. What is worse, African Americans are statistically four times as likely to receive the death penalty than whites for similar crimes.
Economic bias is just as sickening as racial bias. Of those sentenced to death, 98 percent could not even afford their own attorney.
Besides all of these reasons, the death penalty is extremely unpractical. By the time all the appeals have been exhausted, it costs the taxpayers three times more money to execute someone than to pay for life imprisonment.  California spent $90 million on executions last year. Perhaps this money could have been better directed toward attacking the causes of crime.
Suppose we discount the above evidence for a while, and imagine we are in a dream world. The death penalty is used fairly, no innocent people are killed, and we streamline the process a little bit so that it costs the taxpayer nothing. In this dream world, is the death penalty justifiable?
Well, for one thing, the death penalty is pointless. As Amnesty International points out, “The death penalty has NEVER been shown to deter crime more effectively than other punishments.” Secondly, part of the purpose of the criminal justice system is to reform criminals. The death penalty is lacking in this regard.  In the words of the dalai lama, “My overriding belief is that it is always possible for criminals to improve and that by its very finality the death penalty contradicts this.” In fact, the only purpose the death penalty serves is that of revenge, and our criminal justice system should not operate on revenge.
There are also the moral problems with the death penalty. Do we as a society have the right to kill people, or is this something reserved for God alone? The death penalty is hypocritical. It says, “We as a society are so appalled by what you did that we must respond by doing the same thing.” This kind of message makes no sense.
Furthermore, as a Christian, I believe life is a gift from God, and it is not something we have the right to take away. Yes, in the Old Testament, God did command the Israelites to kill various people, but those were commandments directly from God.  However, we should be cautious before assuming from these isolated incidents that God has given us control over life and death. On the contrary, I believe that since Jesus died for everyone, we have no right to play with a life that he has already purchased. “Vengeance is mine,” says God. Apparently the United States is more than one nation under God; it is one nation that is God.
Finally, the death penalty contributes to a culture of violence already imbedded in our society. We, as a society, complain frequently about violence in the media, but if institutional violence were given as much attention, perhaps conditions would actually improve.
The death penalty is not the sole instance of institutional violence, but it is part of the structure. Should we be surprised that violence is so prevalent in the streets when we help create it? Should we be surprised at the current murder rates when we as a society endorse murder? The message the death penalty sends is clear: Life is not valuable.
The death penalty is legal in 38 states. Of these states, 23 allow juvenile executions. As long as we support this, we are only contributing to a culture of institutional violence. We should be extremely careful with the death penalty. Cases like Mumia Abu Jamal’s may not be as rare as we think.



Capital punishment: just or cruel?

By Beth Giessel

Since its re-introduction in 1976, the death penalty has raised serious questions about criminal justice and morality. What is “fair?” Is it fair to expect taxpayers to support the life-long imprisonment of a convicted serial murderer? Is it right for us to decide when someone deserves to die? How should society determine which crimes warrant death? There are no easy answers to these questions.
...the death penalty should be used only in extreme cases. When someone shows that they have lost their respect for life, they forfeit their right to live.
To date, 576 individuals have been executed in the United States since the death penalty was instituted 23 years ago. In recent years the numbers have seen a dramatic increase (76 so far this year) that correlates to the increase in violent crimes. Compared to the number of people killed each year by violent crimes, this number is quite low. Still, it is startling to realize that over 500 people have been put to death for their crimes against others.
My opinion on this issue is somewhat divided. On one hand, I am hesitant to “play God” by deciding who deserves to die for their crimes. Only God can judge the heart, and it’s impossible for us to know when someone is beyond redemption. As a juror in a murder case, I might have a hard time convicting someone of murder if I knew the death penalty would be the result of my decision.
However, I also believe that some crimes warrant capital punishment. Dan Schewe agreed. “I think the death penalty should be used only in extreme cases. When someone shows that they have lost their respect for life, they forfeit their right to live. Rape, for example, is a horrible crime and serial rapists don’t deserve to live.” When people demonstrate that they do not respect life, they should not be shown any mercy.
What should be our position as Christians and as citizens? How do we find the balance between mercy and justice? Again, there is no easy answer. We can, however, find some clues in the Bible. Micah 6:8b says, “And what does the Lord require of you? To act justly and to love mercy and to walk humbly with your God.” Similarly, in Zechariah 7:9 we are told “Administer true justice; show mercy and compassion to one another.” Ultimately, it is not we as humans that judge our fellow man, but God who judges the living and the dead. He is the final authority and the last word. However, until His return we have been given the responsibility to enforce law and order and to maintain peace. If that means that we have to implement extreme punishment for extreme crimes, then I think the death penalty is justified.
Beth Giessel is a sophomore pre-med student and Secretary of the Calvin College Republicans.
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                                        ON THE OTHER HAND


                                         FOR EXAMPLE


Teacher’s Script

1.  Contrasting an argument (On the other hand, however, an opposing view)
2. Introducing the conclusion (in short)
3. Linking causes and effects (Which means that, so, consequently)
4.  Presenting an example (such as, for example)
5. Presenting a reason (because, as)
6. Presenting an argument (some people argue that)
7.  Stating your personal opinion (I agree that)










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