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Example academic essay

Example essay that is academic The Death Penalty https://ultius.ws. This essay shows many features that are important commonly come in essays.

If the death penalty be restored in the UK?

The restoration associated with death penalty for serious crimes is a concern of debate in britain because of the rise that is recent violent crime. The reasons, effects and solutions to the problems of violent crime throw up a number of complex issues that are further complicated by the way that crime is reported. Newspapers often sensationalise crime so that you can increase circulation and this makes discussion that is objective difficult. This essay will examine this topic firstly by taking into consideration the arguments put forward by those in favour for the death penalty after which by studying the arguments opposed to the concept.

The main arguments in favour of restoring the death penalty are the ones of deterrence and retribution: the theory is that people will be dissuaded from violent crime when they know they will certainly face the ultimate punishment and therefore people should face the same treatment that they gave out to others. Statistics show that whenever the death penalty was temporarily withdrawn in Britain between 1965 and 1969 the murder rate increased by 125% (Clark, 2005). However, we must look at the possibility that other reasons might have lead to this rise. Amnesty International (1996) claims it is impossible to prove that capital punishment is a better deterrent than being given a life sentence in prison and therefore “evidence….gives no support towards the evidence hypothesis theory.” It appears at best that the deterrence theory is yet to be proven. The concept of ‘retribution’ is a fascinating one: there is a appeal that is basic the easy phrase ‘the punishment should fit the crime’. Calder (2003) neatly summarises this argument as he says that killers give up their rights once they kill and that if punishments are too lenient then it implies that we undervalue the ability to live. There are more points too meant for the death penalty, one of these being cost. It really is obviously far cheaper to execute prisoners promply as opposed to feed and house them for a long time at a time.

The arguments resistant to the death penalty are mainly ethical in their nature, it sends out the wrong message to the rest of the country that it is basically wrong to kill and that when the state kills. Webber (2005) claims that the death penalty makes people genuinely believe that ‘killing people is morally permissable’. This is certainly an interesting argument – can you teach children never to hit by hitting them? Wouldn’t this instead suggest to them that hitting was indeed ‘permissable’? Additionally there is the fact that you may execute people that are innocent. Innocent people can always be released from prison, but they can’t ever be cut back from the dead. When anyone have now been killed there’s absolutely no possibility of rehabilitation or criminals attempting to make up for crimes. With this good reason capital punishment has been called ‘the bluntest of blunt instruments’ (Clark, 2005).

In conclusion, the arguments put forward by those who support or are up against the death penalty often reflect their deeper principles and beliefs. These beliefs and principles are deeply rooted in life experiences in addition to way people are brought up and are unlikely to be swayed by clever arguments. It really is interesting that in this national country most people are in favour of the death penalty yet parliament continues to oppose it. In cases like this maybe it’s argued that parliament is in the lead in upholding human rights and will continue to broadcast the message that is clear killing is always wrong.

You need to be in a position to see that this essay consists of:

An introduction in three parts:
1. A sentence saying why the topic is interesting and relevant.
2. A sentence (or two) mentioning the difficulties and issues active in the topic.
3. An overview of this essay.

Main paragraphs with:
1. A subject sentence which provides a main idea/argument which informs us what the complete paragraph is approximately.
2. Evidence from outside sources which support the argument(s) put forward in the topic sentence.
3. Some personal input from the author analysing the points put forward within the topic sentence and the outside sources.

A conclusion:
Summarises the points that are main gives an answer to the question.

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