Populism In Russia https://www.youtube.com/watch?v=YOd_9f16hH0 The writing assignments comprise 25% of your final grade. The ultimate goal of the writing e

Populism In Russia https://www.youtube.com/watch?v=YOd_9f16hH0 The writing assignments comprise 25% of your final grade. The ultimate goal of the
writing exercises is developing students’ appreciation for critical, objective analysis of a
relevant topic. Your writing grade revolves around three basic criteria. Each of the
following includes useful advice toward improving your writing for these particular type
of assignments.

1. Following instructions:

● Following directions is an important aspect of your college success. Read the
syllabus. Use the proper format: Times New Roman #12 font, 1” margins,
double-spacing, etc.

● Provide the correct number of pages; anything less suggests minimal effort.
Going significantly over the maximum number of pages is not necessarily bad,
but unnecessary. Editing your paper to the required length is part of your writing
skill; trim out the padding and provide the most useful information.

● Provide the correct number of references (on the bibliography page) in the proper
format. Formats for the various types of references are included at the end of this
guide.

2. Quality of your syntax (grammar, sentence structure, organization):

● Proof-Read, Proof-Read, Proof-Read. Do your sentences make sense? Are they
complete sentences? Are they grammatically correct? Are they clearly stated?

● Use punctuation effectively. For example, if it sounds natural to pause when
phrasing your sentence, use a comma. This “flow” in the narrative aids in clarity
for the reader.

● Use logic in the organization of your narrative. Start at the beginning of an idea to
explain it clearly to the reader. Assume the reader does not know about the topic;
bring them along progressively so that they understand what you have learned.
Use paragraphs to break up the passages so that the reader can follow your
narrative more clearly.

● Don’t drift off into attempts at rhetorical grandiloquence. Get to the points and
focus on the most useful analysis you have learned about the topic.

● Do not cut and paste passages from your sources. Paraphrase what you have
learned in your own words.

● Proof-Read more. (Out loud)

3. Quality of the information, sources, and presentation of your narrative:

● Most importantly, are you providing the reader with useful, interesting, unbiased
information that describes what you have learned from credible sources on this
topic?

● For an analytical paper, dig deeper into the why’s, what-for’s, and how-come’s of
decisions, events, and behaviors. Look for social costs, benefits, and
unanticipated consequences that result from issues and policies.

c. Don’t just talk “about” things with generic definitions and broad assumptions. Be
descriptive. Provide useful and interesting details and explanations. Give an interesting
example that helps explain the issue in question. Use data, statistics, surveys, polls,
case studies, laws passed, acts of Congress, court decisions, or historical information to
better describe what is actually happening and why.

● Avoid broad generalizations that either need substantiation, or cannot be proven.
● At the end of each passage where a source has been used, provide a simple

in-text cite in
the form of, for example, (Jones 2014).

● The paper is not a forum for you to spout your opinions; avoid them. This is an
analytical
exercise. I want to know what you have learned. Avoid confirmation bias,
normative
rhetoric, and hyperbole.

● Personal experience (or anecdotal evidence) can certainly provide useful insight
into any
analysis. This however should be a minor portion of the paper, and should be for
the
purpose of observation and learning, not an excuse to opinionate.

● Understand what critical analysis means. After reading a peer-reviewed
academic article
written by someone who is considered an authority on the subject, the point is
not to tell me “what you think,” but to describe what the author thinks from their
findings. Resist the temptation to insert comments editorializing “what you think.”

● Be an analyst, not an activist. The assignment is not about what you think is right
or wrong or good or bad; it is about learning and understanding why and how
things are the way they are. Policy recommendations are based on what you
have learned from your readings.

● As for your cited sources: Avoid blogs, dictionaries, general information forums,
partisan opinionators, agenda-driven websites, and Wikipedia. (While Wikipedia
is a useful place to look, it is not the source. Go to the original source.) Google
Scholar is a useful source for academic articles.

● Use quotes sparingly. For example, a good quote from a reputable source could
effectively “sum things up at the end of passage.” (Jones 2014, pg. 357) Using
too many quotes, or cutting and pasting huge quotes into your paper suggests
lazy writing.
More on Sources

The following are examples of the proper format for your paper references, which are
single- spaced. It is not necessary on your bibliography page to break them into these
separate types. List them all on the page alphabetically.

Peer-reviewed academic journals (Do not show the web-link):

Hatemia, Peter K., Carolyn Funka, Sarah Medlanda, Hermine Maesa, Judy Silberga,
Nicholas Martina, and Lindon Eavesa. 2009. “Genetic and Environmental Transmission
of Political Attitudes over a Life Time.” The Journal of Politics 71(3):1141-1156.

Tomasello, Michael, M. Carpenter, J. Call, T. Behne, and H. Moll. 2005. “Understanding
and Sharing Intentions: The Origins of Cultural Cognition.” Behavioral and Brain
Sciences 28: 675-691.

Articles or works in edited volumes:

Allport, Gordon W. and Michael J. Ross. 1967/2001. “Personal Religious Orientation
and Prejudice.” Pp. 352-369 in Social Structure and Social Personality, edited by J.M.
Starr. Boston: Little, Brown, and Company.

Darwin, Charles. 1871/1990. “The Descent of Man.” Pp.253-659 in Great Books:
Darwin, edited by M.J. Adler. Chicago: Encyclopedia Britannica, Inc.

Books:

Emerson, Michael and Smith, Christian. 2001. Divided by Faith: Evangelical Religion
and the

Problem of Race in America, New York: Oxford University Press.

Haidt, Jonathan. 2012. The Righteous Mind: Why Good People are Divided by Politics
and

Religion. New York: Pantheon Books.

Websites for news articles or data sources:

Condon, Stephanie. Jan. 14, 2015. “Can the White House win the ‘battle of ideas’
against the extremists?” CBSNews.com.
http://www.cbsnews.com/news/can-the-white-house-win-the-
battle-of-ideas-against-extremists/; accessed January 2015.

The Graduate Center. 2001. American Religious Identification Survey. City University of
New York. http://www.gc.cuny.edu/faculty/research_briefs/aris/aris_index.htm; retrieved
February 2008.

National Center for Education Statistics. Nov. 2011. Community College Student
Outcomes: 1994-2009. U.S. Department of Education.
http://nces.ed.gov/pubs2012/2012253.pdf; retrieved January 2015.

The following is a sampling of political science oriented peer-reviewed academic
journals:

American Journal of Political Science Annual Review of Political Science National
Interest

American Political Science Review Politics and Society

Political Psychology

Journal of Theoretical Politics Public Choice

Journal of Politics

Political Geography Political Behavior

Political Science Quarterly Journal of Political Economy Political Research Quarterly
Political Studies

Journal of Law and Economics

The following journals also focus on international relations:

World Politics

International Affairs

Review of International Political Economy Comparative Politics

European Journal of International Relations American Journal of International Law

International Studies Quarterly Journal of Conflict Resolution International Organization
Comparative Political Studies International Security

Journal of Peace Research

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