Assignment for Monday, 3/31

For next time, read Chapter 2 in Stone, "Equity." Feel free to summarize. If you get a chance, please read the 2-page introduction to the "Goals" section as well, on pages 37-38.

Research Paper Assignment

Research Paper Assignment

In this class, we have raised a number of questions about the practice of public policy analysis. I am going to ask you to consider these questions from the point of view of a policy analyst. I want you to choose a national public policy issue, and develop a thesis-driven research paper about your topic that will also double as a policy analyst’s report. Your paper should address the specific substantive issue you have chosen, but it should also include some analysis of the issue using the theories and models we have discussed in class.

Your paper should have a strong thesis: it should adopt a strong point of view for or against a particular policy solution (in other words, you should “take a stand”); it should be specific and limited in scope (it can’t too big to cover in a short research paper); and it should be arguably true (it shouldn’t be patently obvious, like “immigration is controversial”).

Your paper should be 7-9 pages, double-spaced, and typed with 1” margins. You should state your thesis clearly in your first paragraph. Also, use the first paragraph to lay out the structure of the essay (“Below, I will do X, and then Y, and then Z”).

Policy Issue: Your paper should recommend a course of action for federal policymakers, whether in Congress or the administrative branch. You should address a current policy issue that has been debated on the national level. You might refer to specific legislation that is pending before Congress or a particular federal regulation as a means of focusing your paper. Some examples of possible topics include, but are not limited to, the following:

• Same-sex marriage
• Single-payer, government-provided health insurance
• A ban on illegal immigration
• Adjustments to the Earned Income Tax Credit
• Increased restrictions on the sale of firearms
• The elimination of affirmative action programs

Feel free to identify another issue, although I suggest you discuss it with me before you dig into your research. You can adopt either side of the issue, for or against.

Theory/Models: Your paper should also use the theoretical knowledge and policy models we have studied in this class to evaluate your policy issue. For example, if the policy falls into a particular policy type (e.g., redistributive policy), what kind of politics should policymakers expect? Will your solution face any pitfalls in any particular stage of the policy process, such as implementation? Are there definitional problems (as per Stone) that need to be resolved, or at least acknowledged, before a policy solution can be developed? You should use at least one model or theory from class in your paper, and possibly more; these should directly apply to the policy solution you’ve chosen, and not just be shoehorned in to satisfy this requirement.

Presentation: You will be asked to present an early draft of the paper in class. Your presentation should last approximately 25 minutes, including time for questions. The point of the presentation is twofold. First, I expect you to educate your instructor and fellow classmates about your chosen policy area; my hope is that your presentation will spark discussion about the policy issue and your particular solution’s merits and demerits. Second, you should use this opportunity to present the arguments you will make in your paper in order to get feedback about the direction of the paper.

You can make your presentation as formal or as informal as you would like. You may simply discuss your paper verbally with us for 10-15 minutes and ask for questions. You could read a draft of the paper. Or, you could create a PowerPoint presentation with extensive data. Whatever you decide, your presentation will not be graded for style, comprehensiveness, or even quality, so you should decide how to structure your presentation based on your own preferences and comfort level. However, note that students who are unprepared, disorganized, or who have completed very little research and are unable to really talk about their chosen issue, may suffer a reduction in their grade. Conversely, students who bring an impressive presentation—and note that informal presentations could be impressive, thanks to organization or extensive research, for example—may see an increase in their final grade for the assignment (see Grading section below).

Research and Sources: Research papers require you to support your argument with outside sources; however, this is not an excuse to simply string together a series of quotes and pass it off as your own work. You must organize others’ ideas and arguments yourself, using your own words, while taking care to give credit to others. You should limit the number of direct quotes you use in your paper; in general, if you quote more than 20-25 lines, you’re relying too much on your sources’ writing (and you will be penalized). Please remember that all information derived from your sources must be cited, even when you restate others’ ideas in your own words.

All citations should be properly formatted. I prefer APA citation style, but you may use whichever format you would like as long as you use it consistently. Internet research sources are suitable for this assignment, but be aware that many sites are sponsored by advocacy groups and their objectivity and accuracy cannot be assumed. Wikipedia can provide useful background information and links, but is often poorly sourced and should NOT be cited as an authority. Citations to the Internet should be sufficiently specific so as to allow a reader to arrive at the same web page where you found the information.

Deadlines: Paper presentations will occur on April 14, 16, 21, and (for one lucky contestant) 23. I will circulate a sign-up sheet in early April with three 25-minute slots for the first three classes, with one additional slot for the 23rd. (You may think that signing up for the last slot is advantageous, but remember that the later you present, the less time you have to prepare your final draft.) The final draft of the essay is due in class on Monday, May 5. Late papers are subject to penalties as described below (see section on “Grading”).

Just to be clear, these again are the deadlines:

Paper presentations (Sign-up available in early April)
Monday, April 14 (3 slots)
Wednesday, April 16 (3)
Monday, April 21 (3)
Wednesday, April 23 (1)

Final Draft Due
Monday, May 5

Grading: I’ve included below my standard criteria for grading paper assignments. Please read these thoroughly and let me know if you have any questions about them; your paper will be assigned a letter grade based in part on these criteria. However, these additional factors also may apply:

• If you do not appear for your scheduled class presentation period, and do not have a valid and documented excuse, I will deduct a full letter grade from your grade for the assignment.
• If you are unprepared for your class presentation, I will deduct up to a full letter grade from your grade for the assignment. However, if your presentation is particularly impressive, you may receive a bonus of up to a full letter grade.
• If you hand in your final draft late, without a valid and documented excuse, I will deduct a full letter grade from your grade for the assignment.

Grading Criteria

A: Expresses complex, independent thought with grace, clarity and force. Its purpose is clear from the start: it contains a thesis that is imaginatively, logically, and precisely developed. Not only is the paper organized, the organization does not seem mechanical or imposed. Any source material included is balanced and smoothly integrated into the essay. Each topical paragraph has a controlling idea, solid detail, and smooth transitions. The sentences are varied in length and structure. The writer chooses concrete, specific words and uses them correctly, employing diction that is distinctive and mature, with effective metaphors and analogies for clarity and emphasis. The essay contains no colloquialisms, clichés, or trite expressions. It is virtually free of grammatical and mechanical errors.

B: Contains a clear thesis statement supported with good examples. The writer controls the essay’s development by arranging the examples supporting the thesis in an orderly and logical fashion. The essay is well-organized, but transitions are sometimes strained. Any source material included is smoothly integrated, and some independent conclusions are drawn. Each topical paragraph has a controlling idea and good supporting detail. The sentences are usually varied. The word choice is generally correct. The writer often goes beyond the automatic word choice to find one more precise and effective. The paper is generally correct mechanically, though there are some problems with complex grammar and punctuation traps.

C: Contains a recognizable thesis and adequate development. Though the paper has some interesting parts, the interest is not uniformly maintained and the purpose is not always clear. There are very few errors in sentence structure by the sentences are not varied. The word choice is generally correct, but the range of words is limited, and in some cases the wording is abstract and imprecise. Source material included is relevant but not carefully integrated. This essay also has errors in syntax, spelling and punctuation. More importantly, it lacks an original, significant purpose or point of view.

D: Meets only the minimum requirements of college writing. The writer approaches the topic in a conventional and predictable manner. The essay lacks imagination and insight. Though it still contains a thesis, it is poorly or mechanically developed. It also lacks adequate support of generalizations. Source materials are cited improperly, are not directly relevant, and/or overwhelm the essay. Some principle of organization is apparent but it is not successful followed. The diction is often imprecise and monotonous. The writer uses vague, ordinary words and relies on clichés and jargon. The essay contains sentence fragments, run-on sentences, and numerous basic errors in syntax, agreement, reference, spelling, and punctuation.

Assignment for Wednesday, 3/26

For Wednesday, please read Chapter 7 in Birkland, "Policy Design and Policy Tools." (For you Birkland fans, please note that this is the last chapter that we'll read in this book.) Feel free to summarize.

Mid-Term Exam Wednesday, 3/12

Please remember that I'll be giving you your mid-term exam this Wednesday in class. Contact me before then if you have any questions.

There will be no assignment for the first class after we return. Enjoy your break.

Assignment for Monday, 3/10 - Mid-Term Exam Questions

For your mid-term examination, you will be randomly assigned two of the following four questions:

1. According to Stone, what is wrong with the so-called “rationality project”? What description of policymaking does she offer in its place?
2. Describe the “stages” model of the policy process. What are some of the limitations and advantages of this model?
3. We looked at two different models of agenda-setting: Kingdon’s policy streams model, and the punctuated equilibrium model of Baumgartner and Jones. Which model is best at explaining policy change?
4. What are the differences between the top-down and bottom-up models of implementation? Is one model better than the other?

There is no assignment for next time, but please review these questions; we will go over them in class on Monday.

Assignment for Wednesday, 3/5

On Wednesday, we will play policy analyst and prepare recommendations about a particular issue: euthanasia. Read the following information on euthanasia from http://www.euthanasiaprocon.org/:

• Summary
• The 1-minute overview
• Top 10 Pros and Cons

We will discuss these readings, and use them as the basis for our exercise, on Wednesday. Feel free to write ONE summary based on the readings; such a summary should provide an overview of the issue and point to some of the pros and cons.