Outline

Overview

The unit explores punishment, sentencing and penalty in modern society, particularly through an understanding of the relationship between punishment and social structure and the significance of punishment within the social and political order. The unit adopts an interdisciplinary approach which draws on history, law, literature, sociology and criminology. Topics covered include new sentencing regimes (such as mandatory sentencing), women in prison, juvenile imprisonment, inequality and punishment, privatization, immigration detention and various new forms of involuntary confinement, and the impact of law and order politics on punishment. Refer to the Sydney Law School timetable - https://canvas.sydney.edu.au/courses/4533/pages/postgraduate-lecture-timetable

Unit details and rules

Academic unit	Law
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Murray Lee, murray.lee@sydney.edu.au

Assessment

The census date for this unit availability is 2 October 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Written exam	Final Exam (50%) Open book, on campus supervised (1.5 hours long plus 30 min reading time)	40%	Formal exam period	1.5 hours	AI prohibited
Outcomes assessed:
Out-of-class quiz	Early Feedback Task (10%) Multiple Choice quiz	10%	Week 01 Due date: 26 Sep 2026 at 23:59	30 minutes	AI allowed
Outcomes assessed:
Q&A following presentation, submission or placement	Oral presentation and Q&A (10%) Short oral presentation based on their research essay followed by a Q&A.	10%	Week 03 Due date: 10 Oct 2026 at 13:00 Closing date: 10 Oct 2026	10 mins	AI prohibited
Outcomes assessed:
Written work	Research Essay (40%) Research Essay	40%	Week 04 Due date: 16 Oct 2026 at 23:59 Closing date: 30 Oct 2026	3000 words / 3 weeks	AI allowed
Outcomes assessed:
= early feedback task ?

Assessment summary

Early feedback task (10%)

This unit includes an Early Feedback Task that is designed to provide students with timely insights into their understanding and engagement with the unit content. The Early Feedback Task in this unit is a multiple choice quiz. The task will be available on Canvas on 26 September 2026, Sydney Australia time. It will be tailored to reflect key concepts from the first day of classes. Students will be provided with immediate automated feedback upon completion of the task.

Research essay (40%)

The 3000 word (excluding references) research essay requires students to develop a sustained, critical argument engaging with punishment theory and practice. Essays may address traditional punishment topics (e.g. imprisonment, sentencing, deterrence) or the unit’s contemporary emphases, including but not limited to prison architecture, space, or design; sound, silence, or sensory dimensions of punishment; penal technologies (e.g. video links, digital justice); monetary sanctions and the criminalisation of poverty; post‑colonial punishment and Indigenous justice and limits of restorative justice or penal moderation. It will be released on 25th September 2026 and due on 16 October 2026 at 23:59, Sydney, Australia time.

Oral presentation and Q&A (10%)

Students will deliver a short oral presentation during the last class, based on their research essay followed by a Q&A. Visual aids may be used. Each presentation should be no longer than 5 minutes.

Final exam (50%)

Final exam is open book, in person supervised on campus and held during the formal exam period. Duration is 1.5 hours long plus 30 minutes reading time. It assesses students’ ability to synthesise material from across the unit and apply theoretical and empirical insights to unseen questions.

Word limit penalty: A piece of assessment which exceeds the prescribed word limit will attract a penalty of 10% of the total marks available for the piece of assessment for every 100 words, or part thereof. The total word count for essay and other written assessments will exclude all footnotes and any bibliography (if required), and exclude acknowledgements of assistance from editors, automated writing tools or generative AI (where use is permitted).

Special consideration: Successful grants of Special Consideration may involve alternative tasks, as appropriate.

Referencing: Students may use either Harvard (author–date) referencing or legal footnote referencing in all written assessment tasks for this unit. A consistent referencing style must be used throughout each assessment task. Harvard referencing should follow established scholarly conventions commonly used in socio‑legal and criminological research. Legal footnote referencing should follow the Australian Guide to Legal Citation (AGLC).

Regardless of the referencing system adopted, students are expected to:

Accurately acknowledge all sources relied upon
Demonstrate appropriate engagement with academic literature
Provide a complete bibliography or reference list

Errors in referencing may affect the clarity and scholarly quality of assessment submissions.

Assessment requirements to pass a unit of study: A student must make a genuine attempt at all assessment tasks set out in this Unit of Study in order to obtain a Pass mark and grade (or above); otherwise an Absent Fail grade will be recorded as the student’s result for this Unit of Study.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2021 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100	• Completely answers the question. • Contains striking originality of approach or analysis. • Demonstrates exhaustive or innovative research (where independent research required). • Exceptionally well written, structured and expressed. • Is otherwise exceptional in some way.
Distinction	75 - 84	• Completely answers the question. • Achieves a critical and evaluative approach to the issues. • Content and structure is well organised in support of the argument. • Demonstrates extensive research and analysis to support a well-documented argument. • Generally well expressed and free from errors. • Has a clear structure and is well articulated.
Credit	65 - 74	• Covers main issues fairly well in answering the question. • Contains no significant errors • Demonstrates an attempted critical approach to the issues. • Demonstrates reasonably sound research and analysis in addressing the key issues. • Has a clear structure and reasonably clear expression.
Pass	50 - 64	• Identifies the key issues, but does not follow through with a reasoned argument. • Contains some significant errors. • Displays satisfactory engagement with the key issues. • Offers descriptive summary of material relevant to the question. • Superficial use of material, and may display a tendency to paraphrase. • Demonstrates little evidence of in-depth research or analysis. • Adequate expression. • Overall, demonstrates the minimum level of competence in the assessment and satisfies the requirements to proceed to higher-level studies in the degree or subject area.
Fail	0 - 49	• Does not answer the question. • Contains significant or numerous errors. • Few or no identifiable arguments. • Content that is inappropriate or irrelevant. • Lack of research or analysis. • Difficult or impossible to understand through poor grammar, expression or structure. • Overall, does not demonstrate the minimum level of competence in the assessment.

For more information see Guide to Grades.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

The late submission of a piece of assessment, without an approved extension, will attract a penalty of 10% of the total marks available for the piece of assessment per 24 hours or part thereof, after the due time on the due date. Penalties for late submission will be applied strictly, subject to a 5 minute grace period.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	What is Punishment : Why Punish : Disciplining Society : Punishment In the Risk Society	Seminar (6.5 hr)
Week 01	Prison Architecture : Prison Sounds : Prison Video Links : Restorative Justice	Seminar (6.5 hr)
Week 03	Women and Punishment : Indigenous Peoples, Post‑Colonialism and Punishment : Fines as Punishment : Lived Experience and Convict Criminology	Seminar (6.5 hr)
Week 03	Scandinavian Exceptionalism : Penal Populism and Politics : Penal Moderation and Justice Reinvestment : Unit Review and Synthesis	Seminar (6.5 hr)

Attendance and class requirements

Attendance: All students are required to attend 70% of classes to satisfy the pass requirements for this unit. Failure to meet this requirement will result in an Absent Fail grade being recorded as the student’s result for this unit (see The University of Sydney Law School Resolutions: Coursework Awards cl 11).

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Baldry, E., Brown, D., Schwartz, M., Steel, A. and Cunneen, C. (2018) ‘Imprisonment and post‑colonial punishment in Australia’, Punishment & Society, 20(2), pp. 1–19.
Braithwaite, J. (2002) Restorative justice and responsive regulation. Oxford: Oxford University Press.
Braithwaite, J. and Pettit, P. (1990) Not just deserts: A republican theory of criminal justice. Oxford: Clarendon Press, chs 5–6.
Carlton, B. and Segrave, M. (2016) ‘Rethinking women’s post‑release reintegration and “success”’, Australian and New Zealand Journal of Criminology, 49(2), pp. 281–299.
Crewe, B. (2011) The prison experience. Oxford: Oxford University Press, ch. 1.
Cunneen, C. and Tauri, J. (2019) Indigenous criminology. Bristol: Policy Press, ch. 6.
Daly, K. (2016) ‘What is restorative justice?’, Victims & Offenders, 11(1), pp. 9–31.
Duff, R.A. and Garland, D. (eds) (1994) A reader on punishment. Oxford: Oxford University Press, Introduction.
Feeley, M.M. and Simon, J. (1992) ‘The new penology: Notes on the emerging strategy of corrections and its implications’, Criminology, 30(4), pp. 449–474.
Finnane, M. (1997) Punishment in Australian society. Oxford: Oxford University Press, ch. 1.
Foucault, M. (1977) Discipline and punish: The birth of the prison. London: Penguin, ch. 1 and ‘Panopticism’.
Garland, D. (1990) Punishment and modern society. Oxford: Oxford University Press, ch. 1; chs 6 and 12.
Harris, A. (2016) A pound of flesh: Monetary sanctions as punishment for the poor. New York: Russell Sage Foundation, ch. 1.
Herrity, K. (2021) ‘Sounding out punishment: The rhythms of imprisonment’, Punishment & Society, 23(2), pp. 157–173.
Hunter, F. (2017) ‘Royal Commission findings “will live as a stain on the reputation” of NT’, Sydney Morning Herald, 11 November.
Jewkes, Y. (2013) ‘An introduction to “green” prisons and the experience of imprisonment’, The Prison Journal, 93(3), pp. 1–24.
Jewkes, Y., Moran, D. and Turner, J. (2019) Prison architecture, design and experience. London: Palgrave Macmillan, selected chapters.
Lee, M. (2022) ‘The sonic pains of imprisonment’, Theoretical Criminology, 26(3), pp. 407–424.
Loader, I. (2010) ‘For penal moderation: Notes towards a public philosophy of punishment’, Theoretical Criminology, 14(3), pp. 349–367.
McKay, C. (2018) The pixelated prisoner: Prison video links, courtrooms and the justice system. London: Routledge, chs 1–2.
McKay, C. (2020) ‘Digital justice and the technologies of punishment’, Punishment & Society, 22(1), pp. 1–19.
O’Malley, P. (2009) The currency of justice: Fines and damages in consumer societies. London: Routledge, selected chapters.
O’Malley, P. (2010) Crime and risk. London: Sage, ch. 1.
Pratt, J. (2008) ‘Scandinavian exceptionalism in an era of penal excess’, British Journal of Criminology, 48(2), pp. 119–137.
Pratt, J. and Eriksson, A. (2013) Contrasts in punishment. London: Routledge, ch. 3.
Richards, S.C. and Ross, J.I. (2001) ‘The new school of convict criminology’, Social Justice, 28(1), pp. 177–190.
Ward, T. and Maruna, S. (2007) Rehabilitation: Beyond the risk paradigm. London: Routledge, ch. 2.
Zimring, F.E. (2003) The contradictions of American capital punishment. Oxford: Oxford University Press, ch. 1.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Analyse punishment as a social institution embedded in political, cultural, and economic structures.
LO2. Critically evaluate classical and contemporary theories and justifications of punishment.
LO3. Examine how punishment operates through space, sound, technology, and monetary sanctions.
LO4. Assess the differential impacts of punishment in relation to race, gender, class, and colonial histories.
LO5. Evaluate alternatives to imprisonment, including restorative justice, penal moderation, and justice reinvestment.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

Brand new unit

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

LAWS6194: Punishment

Intensive September - October, 2026 [Block mode] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links