Biological and Classical theories

Writing assignment #2

The writing prompts in this assignment are based on the course materials for this unit. Consider

each prompt carefully and organize an essay in response. Each essay will be graded against the

rubric on this page. Study the cells of the rubric carefully as you prepare to write. An essay that

is unsatisfactory in content, reasoning and writing will receive 0 points. A response that is

excellent in all three categories will receive 8 points.

Given the size of this class, it will not be possible to hand grade these written assignments with

specific comments. Instead, they will be assessed point values using the rubric. This is,

unfortunately, the reality that we find ourselves in as class sizes get larger and faculty get

stretched thinner. However, you can rest assured that I intend to err on the side of lenience as I

grade.

If you disagree with your grade on any writing assignment you can appeal the grade to me. If

you appeal a grade, I will then hand grade your assignment and compute a new grade based on

this manual assessment. If I hand grade your assignment the grade imposed will be final. Your

grade might go up; it might stay the same; it might go down. If I take the time to hand grade an

assignment, I do not intend to err on the lenient side, so make sure you have a good case if you

plan to invoke the appeal process. Generally speaking:

An “A” essay:

• Answers all parts to all questions in the writing prompt

• Incorporates pertinent and detailed information from both class discussion and assigned

readings (whenever applicable), providing needed evidence.

• Maintains focus/avoids being sidetracked by tangents

• Presents all information clearly and concisely and in an organized manner

• Does much more than merely restate the question and offer a brief response

• Avoids distracting grammar/spelling/etc. problems

An “F” essay:

• Addresses the specific central question asked in part, but does not relate directly to the

question or does not address all required elements

• Does not adequately incorporate information from class discussion and assigned

readings, and may rely on unsupported statements or generalities

• Sometimes strays from the specific topic

• Presents information in a manner that is sometimes unclear, and/or has significant

organization problems

• May merely restate the question and offer a brief, undeveloped response

• May contain a few or a significant number of distracting grammar/spelling/etc. problems

Use the link provided on Canvas to turn in your assignment in Microsoft word (.docx) format. I

must be able to load and edit your document natively in Word. No late papers will be accepted.

The link is the only acceptable way to turn in your writing assignment. Don’t email assignments

via attachments.

Writing prompts

1. Proponents of biological theories of crime are going to have very different ideas about

effective crime control policies than those of people who support the “classical” or rational

choice theory of crime. Compare and contrast the kinds of policies each theory would propose.

For example, how would each group of theorists presume to lower the crime rate? How would

each explain why someone might commit a murder? How would each explain why someone

might commit a burglary? Critique the policies advanced by biological theorists from the

perspective of the classical theorists. What kinds of criticisms would the classical theorists have

of these policies? Now critique the classical theorists from the perspective of the biological

theorists. Which school of thought in criminology do you think explains crime better? Why do

you think this?

I have included some readings that are critical of the biological perspective, and some that are

more amenable. Draw liberally from these readings and the lecture throughout this essay (8

points)

2. a. If there is merit to what the proponents of biological theories assert, then there are important

implications for the criminal justice system. For example, determining culpability—or the extent

to which someone is responsible for the crimes they commit—is an issue. Drawing on the

readings and lecture, address the problem of culpability. How does our current system of

criminal justice treat this problem? Is this treatment adequate and based on sound principles?

Why or why not? How should our system of criminal justice treat this problem? What kind of

adjustments, if any, should be made? (You may need to do a little bit of outside research and web

sleuthing to get some ideas here. The various readings should give you some cues for keywords

to search on.)

b. Of all the examples used in the reading or lecture, which one provides the best evidence that

sometimes people aren’t culpable for what they do? Why do you think this? Which example is

the least convincing? Conclude by making an overall assessment of the utility of biological

theories and your ideas about their merit and utility. As always, you should draw on the readings

and the lectures to buttress your points. (8 points)

3. a. Think about the arguments that John Paul Wright and Mark Alden Morgan make about the

relevance of race to the study of crime. Why do they say that most criminologists are misguided

in their approach to race? Some of the other readings and the lecture reach conclusions that are

different from those that Wright and Morgan make. How do these readings and lectures rebut or

amend some of the assertions that Wright and Morgan make? What are some of the most

convincing points in favor of a “social construction” view of race and crime? Draw on the

readings and lecture in your answer.

b. The chapter entitled “Theoretical Perspectives on Race and Crime” was written by two

African-American criminologists. (Judging from the comments in the discussion board, some of

you might be surprised to know this.) The authors of this chapter go through a variety of theories

that attempt to deal with racial disparities and crime. Which of these theories do you think best

explains the disparities we discussed in the lectures? Which are the least convincing? Say why

you think the way you do.

c. Is there anything else you want to say about our week examining race and crime? (8 points)

4. What is the most interesting or important thing you’ve learned in this second section course?

(1 point wrap up essay. No rubric.)