英语作业写作

英语作业写作
英语作业写作

SUPREME COURT OF THE UNITED STATES

SNYDER v. LOUISIANA

BRIEF

1. Title and Citation

Petitioner Allen Snyder was convicted of first-degree murder in a Louisiana court and was sentenced to death. He asks the Supreme Court of the United States to review a decision of the Louisiana Supreme Court rejecting his claim that the prosecution exercised some of its peremptory jury challenges based on race, in violation of Batson v. Kentucky, 476 U. S. 79 (1986).The Supreme Court of the US hold that the trial court committed clear error in its ruling on a Batson objection, and they therefore reverse.

2. Facts of the Case

The crime for which petitioner was convicted occurred in August 1995. At that time, petitioner and his wife, Mary, had separated. On August 15, they discussed the possibility of reconciliation, and Mary agreed to meet with petitioner the next day. That night, Mary went on a date with Howard Wilson. During the evening, petitioner repeatedly attempted to page Mary, but she did not respond. At approximately 1:30 a.m. on August 16, Wilson drove up to the home of Mary‘s mother to drop Mary off. Petitioner was waiting at the scene armed with a knife. He opened the driver‘s side door of Wilson‘s car and repeatedly s tabbed the occupants, killing Wilson and wounding Mary.

The State charged petitioner with first-degree murder and sought the death penalty based on the aggravating circumstance that petitioner had knowingly created a risk of death or great bodily harm to more than one person. See La. Code Crim. Proc. Ann., Art. 905.4(A)(4) (West Supp. 2008).

The Louisiana Supreme Court again rejected Snyder‘s Batson claim several times.Batson provides a three-step process for a trial court to use in adjudicating a claim that a peremptory challenge was based on race: ― ?First, a defendant must make a prima facie showing that a peremptory challenge has been exercised on the

basis of race[; s]econd, if that showing has been made,the prosecution must offer a race-neutral basis for striking the juror in question[; and t]hird, in light of the parties‘ submissions, the trial court must determine whether the defendant has shown

purp oseful discrimination.‘‖ Mille r-El v. Dretke, supra, at 277 (THOMAS,

J.,dissenting) (quoting Miller-El v. Cockrell, 537 U. S. 322, 328–329 (2003)).

On appeal, a trial court‘s ruling on the issue of discriminatory intent must be sustained unless it is clearly erroneous. The trial court has a pivotal role in evaluating

Batson claims. Step three of the Batson inquiry involves an evaluation of the prose- cutor‘s credibility.In addition, race-neutral reasons for peremptory challenges often invoke a juror‘s demeanormaking the trial court‘s first-hand observations of even greater importance.

Because t hey that the trial court committed clear error in overruling petitioner‘s Batson objection with respect to Mr. Brooks, we have no need to consider petitioner‘s claim regarding Ms. Scott.

3. Issues

Defense counsel disputed both explanationsand the trial judge ruled as follows: ―All right. I‘m going to allow the challenge. I‘m going to allow the challenge.‖They discuss the prosecution‘s two proffered grounds for striking Mr. Brooks in turn.

A

With respect to the first reason, the Louisiana Supreme Court was correct that ―nervousness cannot be shown from a cold transcript, which is why . . . the [trial] judge‘s evaluation must be given much deference.‖As noted above, deference is especially appropriate where a trial judge has made a finding that an attorney credibly relied on demeanor in exercising a strike. Here, however, the record does not show that the trial judge actually made a determination concerning Mr. Brooks‘ demeanor. The trial judge was given two explanations for the strike. Rather than making a specific finding on the record concerning Mr. Brooks‘ demeanor, the trial judge simply allowed the challenge without explanation. It is possible that the judge did not have any impression one way or the other concerning Mr. Brooks‘ demeanor. Mr. B rooks was not challenged until the day after he was questioned, and by that time dozens of other jurors had been questioned. Thus, the trial judge may not have recalled Mr. Brooks‘ demeanor. Or, the trial judge may have found it unnecessary to consider M r. Brooks‘ demeanor, instead basing his ruling completely on the second proffered justification for the strike. For these reasons, we cannot presume that the trial judge credited the prosecutor‘s assertion that Mr. Brooks was nervous.

B

The second reason proffered for the strike of Mr. Brooks—his student-teaching obligation—fails even underthe highly deferential standard of review that is applicable here. At the beginning of voir dire, when the trial court asked the members of the venire whether jury service or sequestration would pose an extreme hardship, Mr. Brooks was 1 of more than 50 members of the venire who expressed concern that jury service or sequestration would interfere with work, school, family, or other obligations.

4. Decisions

The Supreme Court of the US reverse the judgment of the Louisiana Supreme Court and remand the case for further proceedings not inconsistent with this opinion.

5. Reasoning

The colloquy with Mr. Brooks and the law clerk‘s report took place on Tuesday, August 27; the prosecution struck Mr. Brooks the following day, Wednesday, August 28; the guilt phase of petitioner‘s trial ended the next day, Thurs-day, August 29; and the penalty phase was completed by the end of the week, on Friday, August 30. The prosecutor‘s second proffered reason for striking Mr. Brooks must be evaluated in light of these circumstances.A comparison between Mr.

Brooks and Roland Laws, a white juror, is particularly striking. During the initial stage of voir dire, Mr. Laws approached the court and offered strong reasons why serving on the sequestered jury would cause him hardship.

6. Separate Opinions

On direct appeal, the Louisiana Supreme Court conditionally affirmed petitioner‘s conviction. The court rejected petitioner‘s Batson claim but remanded the case for a nunc pro tunc determination of petitioner‘s competency to stand trial.

On remand, the trial court found that petitioner had been competent to stand trial, and the Louisiana Supreme Court affirmed that determination.

We have not previously applied this rule in a Batson case, and we need not decide here whether that standard governs in this context. For present purposes, it is enough to recognize that a peremptory strike shown to have been motivated in substantial part by discriminatory intent could not be sustained based on any lesser showing by the prosecution. And in light of the circumstances here—including absence of anything in the record showing that the trial judge credited the claim that Mr. Brooks was nervous, the prosecution‘s description of both of its proffered explana tions as ―main concern[s],‖

7. Analysis

Due process is quite important in the process of use law. Details determine success and failure.

The adverse inference noted above—the record does not show that the prosecution would have pre-emptively challenged Mr. Brooks based on his nervousness alone. See Hunter, supra, at 228. Nor is there any realistic possibility that this subtle question of causation could be profitably explored further on remand at this late date, more than a decade after petitioner‘s trial.

Legal terms:

1. colloquy: talk with sb freely; communicate with others unofficial, informality; a

conversation

2. violation: the act of going against or refusing to obey a law, an agreement,

etc; the act of not respecting somebody's rights, peace, the act of damaging or destroying a holy or special place; the act of forcing somebody to have sex 3. revision: a change or set of changes to something; the act of changing

something, or of examining something with the intention of changing it; the process of learning work for an exam.

4. Transcript: a written or printed copy of words that have been spoken; an

official record of a student‘s work that shows the courses they have taken and the marks/grades they have achieved.

5. Submission: [uncountable]the act of accepting that somebody has defeated

you and that you must obey them; [uncountable, countable] the act of giving a document, proposal, etc. to somebody in authority so that they can study or consider it; the document, etc. that you give; [countable](law) a statement that is made to a judge in court

长大英语写作作业

Why do students cheat? It is a rare individual who actively chooses to be dishonest. But why do a few students make compromising choices? What can lead people to act in ways that they aren't proud of? Below are some underlying beliefs and confusions which students at Carnegie Mellon give as explanations for slipping standards of integrity. A Victimless Crime? Students generally are familiar with the disciplinary actions and penalties for getting caught. However, they may fail to understand that one of the personal consequences of cheating and/or plagiarism is that they aren't actually learning or practicing the material. They may not realize that they will actually need and be accountable for certain knowledge and skills. Instructors may not explain the personal consequences and loss of trust that accompany academic dishonesty if they are focused mainly on stating the procedures and punishments related to academic disciplinary actions. They may not tell students how dishonesty damages their trust in a stude nt and his or her work which can affect a student’s ability to get a strong recommendation for employment or graduate school. It's a "Dog-Eat-Dog" University Students and their families often have very high expectations about grade achievements because they are accustomed to getting As. More pressure comes from the emphasis on grades in hiring and graduate admissions. Some students may feel pressured to develop unorthodox means to get competitive and marketable credentials. Instructors sometimes evaluate the performance of one student against the performance of others instead of measuring each student's achievement with respect to specified criteria. If students must compete with other students to get one of a limited number of As, they begin to look for ways to "get ahead." If Everyone Else Jumped in a Lake . . . Students sometimes view cheating as a necessary, not totally unacceptable method for academic survival. If they believe that "everyone cheats sometimes," they may not seriously ask themselves, "Why shouldn't I?" Professors and teaching assistants do not always confront suspected breaches of academic integrity. If they perceive that others do not pursue the formal process or that it is difficult to prove a breach has occurred, instructors may decide not to talk directly with students about potential problems. Instructors may no report an incident from their course believing that the student has “learned their lesson” but with no official record of the incident there is no way of knowing whether the student had cheated before or cheats again. Too Much Work, Too Little Time? Students often have multiple assignments due on the same day and in some courses may have only a few opportunities to demonstrate what they know. Cheating can be a tempting path when they

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1.Good! 2、Very good! 3、Great!4.Well done! 5. Good job! 6. Excellent! 7. Very clever 8.Come on! 加油! 9.Come on ,boys! girls! 11、You are very clever! 12.You are right 你很正确! 13.Don`t be nervous!别紧张! 14.I`m glad you studied well!我很高兴,你们学得很好。15.I hope you`ll persist in your efforts. 我希望你再接再厉。16.You have a flash of wit. 你很机灵。 17.Your handwriting is very becautiful!/good. 你的书法真漂亮/(好)18.You have a good head for English(Chinese) 你在英语(语文、数学)方面特别聪明。 19.You work hard enough! 你学习够努力! 20、Congratulations,you`re good at English(Chinese,math)keep it up. 祝贺你,你英语(语文、数学)很好,请保持下去。 21.You must work harder. 22.You`re very gifted. 你很有天赋。 23.Don`t give up! 24.You can do it! 25.First class! 真是一流!

26.You`re doing fine! 你做得好! 27.I`m sure you`ll do better this time. 我相信你这一次会做得更好!英语作业评语不仅仅是对作业本身进行评价,也可以包括学习和生活的各个方面,它的语言形式更是丰富多彩,千变万化,既可以是一个词或一个短语,也可以是一句话、一个段落或一则格言。例如: 一个词:●Great! / Nice! / Perfect! / Good! / Very good! / Wonderful! / Correct! / Excellent! / Careless! / Unclear! / Untidy! 短语 ●Well done! / Neat and tidy! / Very nice! /Quite correct! /Quite OK (Okay)! /Well-written! /Just so- so. /Far from correct. /So careless! 语气 ●Y our English is excellent. ●I wish you would work harder. ●How I wish you would be more careful. ●Pay attention to your spelling. 格言 ●Practice makes perfect. 熟能生巧 ●Where there is a will, there is a way. 有志者事竟成 ●A good beginning is half done.

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● A man becomes learned by asking questions. 不耻下问才能有学 问。 ●A man cannot spin and reel at the same time. 一心不能二用。 ●C are and diligence bring luck. 谨慎和勤奋才能抓住机遇。 ●Complacency is the enemy of study. 学习的敌人是自己的满足。 ● Confidence in yourself is the first step on the road to succe ss. 自信是走向成功的第一步。 ●Industry is the parent of success. 勤奋是成功之母。 ●.Never deter till tomorrow that which you can do today. 今日事须今日毕,切勿拖延到明天。 .●.Diligence is the mother of good fortune. 勤勉是好运之母。 ●Failure is the mother of success. 失败是成功之母 E. 句型: ●That's OK!/ That’s all right! / That's wrong. What a good job you have done! /What a good boy you are! /

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英语作业评语 1.你进步了!You are doing better now!You are better than you were before!You have made much progress! 2.很棒!—Great!/Well done!/Wonderful! 3.优秀!—Excellent! 4.Good Job.干得好 5.Work hard next time.下次要努力 6.Take your homework seriously!请认真对待你的作业! 7.学习无坦途。—There is no royal road to learning. 8.光阴一去不复返。—Lose time is never found again. 9.学习从不嫌晚。—It's never too late to learn. 10.熟能生巧。—Practice makes perfect. 11.不劳无获。—No pains, no gains. 12.昨日不再来。—No one can call back yesterday. 13.放弃就是失败。—To give up is to fail. 14.百说不如一干。—Actions speak louder than words. 15.有志者事竟成。—Where there is a will there is a way. 16.一知半解很危险。—A little learning is a dangerous thing. 17.苦尽甘来最是甜。—Sweet is pleasure after pain. 18.学问无涯,人生有限。—Art is long, but life is short. 19.你是一个天才!You are a genius!You are so amazing! 20.What a beautiful handwriting! If only be more careful!”(多漂亮的书法呀!要是作业再仔细一点就好了!)

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