Much of mainstream thinking concerning juvenile delinquency in Canada and the United States is based on the assumption that if uncorrected it automatically leads to adult crime and should thus be severely punished, usually by some form of incarceration, before it becomes an ingrained behavior pattern. ███
Traditional view ·If juvenile delinquency isn't corrected, it leads to adult crime
Thus, juvenile delinquency should be punished, usually by jail.
Critique of criminologists ·Don't distinguish between what young people think of as criminal and what they think of as fun, but illegal
Young people often don't think of what they do as criminal, even if they acknowledge that it's illegal. Once these people are jailed as criminals, they might start to see themselves as criminals.
Author's approach ·Rehabilitation, rather than jailing
Ex: make thieves return their stolen merchandise and apologize. Goal is to teach young people the values of the larger society. We can do this without jailing them and without letting them get away without any punishment at all.
Passage Style
Critique or debate
Problem-analysis
12.
In relation to the second ████████ ██ ███ ████████ ███ ████████ ███████ ██ ███ ██████ ████████ ██ ███ █████ █████████ ██ ██
Question Type
Purpose in context (of word, phrase, or idea)
Structure
The second sentence of the passage contains the criminologists’ view that incarceration might lead an offender to commit more crimes. In the fourth sentence of the last paragraph, the author suggests a potential way to handle juvenile delinquency that might avoid any negative effects resulting from incarcerating youth offenders. So the author’s purpose in relation to the second sentence is to advocate a policy based on the view expressed by the criminologists.
The author doesn’t “take issue” with the view of the criminologists mentioned in the second sentence. The author finds the view plausible and advocates a policy based on that view.
b
illustrate and support █ ████████ ████ ██ █████████ ██████ ██ ███ █████ ████ ██ ███ ██████ ████████ ██ ███ ███████
This best captures the author’s purpose. The author finds the criminologists’ view in the second sentence plausible and proposes that we don’t incarcerate youth offenders because of that view.
c
provide an example ████ ████████ ████ ███ ██████ ██████ ██ ██ ██████████ ████████ █████████ ████████ ███████████
The fourth sentence of the last paragraph isn’t an example of mainstream thinking about juvenile delinquency. Mainstream thinking involves incarceration.
d
show an interpretation ██ ████ ████ ██ ███████ ██ ███ ██████████████ █████ ██ ███ ██████ ████████ ██ ███ ███████
The fourth sentence of the last paragraph doesn’t oppose anything in the second sentence of the passage.
e
reiterate the flaws ████████ ██ ███ ███████████ ██ ██████████████
The fourth sentence of the last paragraph doesn’t contain any criticism of the criminologists or their method.
Difficulty
92% of people who answer get this correct
This is a slightly challenging question.
It is slightly harder than the average question in this passage.
CURVE
Score of students with a 50% chance of getting this right
25%129
139
75%150
Analysis
Purpose in context (of word, phrase, or idea)
Structure
Critique or debate
Law
Problem-analysis
Answer Popularity
PopularityAvg. score
a
2%
163
b
92%
167
c
3%
156
d
2%
154
e
1%
157
Question history
You don't have any history with this question.. yet!
You've discovered a premium feature!
Subscribe to unlock everything that 7Sage has to offer.
Hold on there, stranger! You need a free account for that.
We love that you want to get going. Just create a free account below—it only takes a minute—and then you can continue!
Hold on there, stranger! You need a free account for that.
We love that you came here to read all the amazing posts from our 300,000+ members. They all have accounts too! Just create a free account below—it only takes a minute—and then you’re free to discuss anything!
Hold on there, stranger! You need a free account for that.
We love that you want to give us feedback! Just create a free account below—it only takes a minute—and then you’re free to vote on this!
Subscribers can learn all the LSAT secrets.
Happens all the time: now that you've had a taste of the lessons, you just can't stop -- and you don't have to! Click the button.