American Political Thought (POL-132—Fall 2017)
Guidelines for Short Papers
From the Syllabus (modified):
Each student will write four short (3-page) papers during the semester, which will primarily correspond to class periods for which the student is signed up to lead. These papers should bring each of the assigned readings to bear on a question distributed prior to class, and should reflect both comprehension of the readings and critical/analytical engagement with their ideas. Unlike some papers I assign in other classes, these should not divide up the papers into summary and analysis halves. Instead, they should set out to answer the question, summarizing and analyzing as they go. Each paper should append 3-5 probing questions for further discussion. Papers are due at the beginning of class and should be about three pages long (word count 800-1000—this maximum is absolute). Please use double-spacing with 1-inch margins and a 12-point font. Your name should be on every page. The first page should also include the date of submission, and a word-count. These papers cannot be turned in late.
For each class session, I will select a student to lead class discussion. Leading the discussion will entail presenting a summary of the readings to the whole class, then leading the class in a discussion based on the analytical questions prepared in conjunction with the student’s paper on that reading (see “Short Papers,” below). When a student is scheduled to lead class discussion, he/she should bring a copy of his/her paper and analytical questions for each member of the class. Student leaders should also be prepared to draw conclusions at the end of class, suggesting answers to questions asked prior to class (mine and theirs).
The questions will play a central role in class discussion. The best sorts of questions are framed with adequate context and focus on analysis rather than comprehension. I.e., instead of asking “What is John Locke’s understanding of liberty?” [comprehension], a better question might ask: “John Locke’s understanding of liberty appears fundamentally negative—i.e. understanding liberty as freedom from intrusion. While similar to Locke’s view, Jefferson’s seems to be nuanced with an element of positive liberty as well—i.e. freedom to accomplish certain ends. To what extent are negative liberty and positive liberty in tension? To what extent do Locke and Jefferson disagree?” [contextualized and analytical].
How to proceed:
1. Review the reading question(s) relevant to the day’s reading. This will help you get a sense for some of the important issues that arise in the reading, which will in turn prime you recognize them when you see them. In addition to the questions listed in the syllabus, you may want to reference any additional contextualization that I provide in-class.
2. Complete the entire assigned reading. Be careful to resist the temptation to skim, looking for where the topic of the question(s) is addressed explicitly. Reading the entire assignment carefully is essential to placing the question and your answer into an appropriate context. I will look for well-contextualized answers when I grade.
3. Compile reading notes. Not only is this important for our in-class discussions, but it will allow you to locate key passages as you write. Take the time; it is worth it.
4. Distill each author’s main argument. Again, this is important for placing your answer to the day’s question(s) in its proper context. Note: do not use any external sources for this assignment (internet, books, etc.). Learning to draw out the ideas yourself is a critical part of the course. The main arguments of each reading are particularly important for thinking synthetically about a larger number of different readings (unique to this course).
5. Compose your paper. A well written paper should do several things.
a. Answer the question(s) I ask you to consider. This does not mean that you need to give each question equal time as you write, but you should reflect on each aspect I inquire about and include all of the assigned readings.
b. Contextualize your answer in the argument of each text. Demonstrate that you understand the core argument of each piece as you explain how it bears on the question.
c. Critically interact with the texts, testing the coherence of each on the question you are addressing.
d. Note your conclusions as clearly as possible at the end of the paper. Have you answered the question(s)? What is your answer?
6. Discussion Questions: Remember to append 3-5 discussion questions to your paper and (if leading discussion) bring copies of your paper and the questions for all members of the class.
7. Additional advice:
a. Make every sentence count. Do not tell me what you are going to do—just do it. (You don’t need an introduction, thesis statement, or conclusion).
b. Define your terms. Whenever you use conceptual terminology in discussing a text, you must clearly define what the author means by that term, e.g.: “Aristotle understands ‘happiness’ as an activity of the soul in accordance with virtue.”
c. Cite the text. Back up your claims with references to the text. Parenthetical page numbers serve as adequate citations in these papers.
d. Stay “internal” to the text. That is, engage the text on its own terms. This means “trying on” the assumptions of the author and exploring the extent to which they work—not comparing them to something else external to the text.
e. Write objectively in the third person. Avoid even the implicit use of the first person. Affirmations of a text’s interestingness, practicality, or other quality (“it seemed….) are often asserted with an implicit “I think.”
f. Write simply and precisely. Use short sentences, unobstructed by jargon. This will help you to determine exactly what you mean to say and communicate it to others.
g. Use correct grammar, punctuation, syntax, and diction. This requires proofreading and editing. As part of this, read every paper aloud prior to submitting it—you will catch mistakes you would otherwise miss.
h. Avoid the passive voice and helping verbs. Use active verbs and the active voice as much as possible. Any phrase to which you can add “by my grandmother” is in the passive voice; i.e. “The point was made…”
i. Consider purchasing a writing guide such as Strunk and White’s Elements of Style.
Name ______Word Count:______/ Exceeds Expectations / Meets Expectations / Falls Short of Expectations / Not Applicable
3 / 2 / 1 / 0
Written Communication:
1. The purpose, focus, and organization are clear, consistent, and effective
2. Sentence form, word choice, grammar, spelling, punctuation & mechanics are appropriate.
Research & Analysis Skills
3. Data/Evidence: Obtains and utilizes an appropriate range & depth of relevant evidence (information is accurate, well-elaborated & supported, terms defined, good use of text, etc.)
4. Clearly understands the question(s) at issue and speaks clearly and relevantly to them.
5. Analysis: Provides thorough, probing, & objective analysis, making defensible conclusions
Discussion Leadership
6. Provided focused, analytical, inclusive, leadership for the discussion, including contextualizing questions, marking transitions, and drawing conclusions.
Additional Comments:
Overall Evaluation
o A / A- Excellent
o B+ / B / B- Good
o C+ / C / C- Acceptable
o D Poor
o F Not Acceptable
Sources
The “Research & Analysis Skills” section draws on the “Research Project Rubric” developed by the Political Science Department at Calvin College, in turn based on the work of Beverly Taylor. The “Written communication” section draws on http://www.csulb.edu/divisions/aa/personnel/fcpd/resources/ge/analytic/documents/analytic_rubric.rtf
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