Due 26 May., 11:59pm, via Canvas and Turnitin; 1000 words, +/- 10%
(excluding bibliography), Formatting: standard 12 pt font, double spaced.
Include your name, student number, and statement regarding use of AI-type software.
(Reminder, for the declaration you should indicate whether you used any sort of AI-style software in the research or writing of your paper, and if you did, how you used that software.)
The paper should have a clear thesis responding to one of the following prompts, a brief introduction and conclusion, and a series of arguments with necessary supporting evidence to support your thesis.
Your paper should also consider alternative points of view, critically comparing your arguments to what are in your view the most compelling alternatives to your own thesis.
Note, you will find it useful to choose a specific case or set of examples to focus on in answering the question.
Prompts:
Choose one of the following statements and indicate whether and to what extent you agree or disagree — and, more importantly, why:
- The ideal form of distributive justice is one that produces the greatest possible freedom for all members of society.
- All states should try to encourage a shared national identity among citizens.
- We need stronger constraints on political power in contemporary democracies.
- Socialism is the ideal ideology for governance.
Essays will be graded on the clarity and plausibility of the thesis and the effectiveness of the supporting arguments, the clarity of the essay structure, the strength of the supporting evidence and analysis, as well as the quality of the writing. See below for more information on the grading rubric.
The paper should have a *brief* introduction. The introduction should outline the topic and why it matters, the specific question you are responding to (making clear how you are interpreting the more general prompt), the thesis you are advancing, and ideally a briefly map out the structure of the paper to come.
In the body of the essay, you must define any significant concepts that you use to make your arguments. You also need to specify theories used to inform your argument, and to lay out and analyze relevant empirical evidence necessary to support your thesis relative to the leading alternative arguments.
The conclusion should briefly summarize the argument that has been made and may briefly discuss implications of the argument.
Essays should adhere to the principles of good writing as discussed in class and tutorial.
Sources and citations:
The paper should have at least three reliable sources, including at least one academic source. NOTE: the academic source MUST be drawn from the UBC library.
Note that these are minimums, not maximums!
Academic sources are those published by university journals and university web presses—generally available through the campus library. Reliable non-academic sources include well-regarded evidence-based news outlets, and some policy sources and think tanks (though these often have a particular political bias which it’s important to be aware of.) Be sure to speak to the me, a TA, or a librarian if unsure what constitutes an academic or reputable non-academic source.
Cite the sources you use – be it the textbook, one of the assigned articles, or some other source. You can use any of the standard citation formats – e.g. MLA, APA, Chicago. The preferred method for political science is Chicago style in-text citations, but any major format is acceptable as long as you are consistent and comprehensive. There are excellent instructions for how to cite properly available on the library website and elsewhere online.
The library has an excellent resource to help students with the ins and outs of citations: https://guides.library.ubc.ca/howtocite
Please note that the failure to cite sources used in an academic paper, particularly if you fail to indicate that you are quoting or paraphrasing someone else, is considered plagiarism, a serious form of academic misconduct by UBC. Please ensure that you are familiar with the rules, standards and guidelines regarding plagiarism. You can find information about those standards regarding plagiarism on the syllabus and on the university website.
Grading rubric: The essay will be graded on the following criteria. Note that the various components may not be weighted equally! An essay lacking a thesis, no matter how well-written otherwise, may not do as well as a paper with a clear and well stated thesis that has a few issues regarding structure and/or presentation.
1. Clear topic, thesis, and argument:
Is there an argument presented in the introduction and defended throughout the piece? Is the argument your own, or do you simply present other authors’ thoughts? Do you identify counter-arguments to your own position and explain clearly why your argument is superior—why you reject that counter-argument?
2. Essay clarity, Organization, Structure.
There should be a clear introduction, main argument and conclusion with good transitions between these sections. As the paper is very short, you should make every sentence count: i.e. does it answer the question and support your argument, and address the most compelling counter-argument(s)?
3. Evidence and analysis.
You A good essay will present and analyze empirical evidence in a systematic way, using it to build support for the thesis against competing alternative arguments. Using material to back up your argument doesn’t just mean describing what another author thinks about the topic. You should tell us your argument, then explain how your argument is supported by Author X’s argument. Or, alternatively, tell us your argument, explain how Author X raises a counter-argument, and then give reasons why you think your argument is right and Author X’s is wrong.
The three sources, including one academic, required by the assignment should come from beyond the syllabus. That said, beyond these, anything that came up in class can be used; just tell us where you got the idea, argument or fact from (e.g. syllabus readings, lectures, tutorial discussions, etc).
Anything from the syllabus, or a published academic source should be properly referenced (see above). For any other course material, note which week’s lecture or tutorial the material came from. If you are using another student’s argument, then include that student’s name.
4. Presentation:
The paper should be clearly written: grammatical, with correct spelling, and in short logical paragraphs. It should not go over the page limit and should follow the correct formatting (see above). The most insightful argument poorly expressed will not be as effective as a solid argument flawlessly communicated. The more clearly communicated the paper is, the easier you make the job of the reader to understand!
This assignment focuses on your ability to construct a logical and reasoned argument, assess what kind of evidence you need to test your argument and to write clearly, persuasively and concisely. The assignment is designed to encourage you to take time to do the readings, think about the lectures and tutorial discussions and to develop your personal opinions about politics.
To summarize: A good paper will
- Be well structured (i.e. with clear introduction and thesis, a clear and consistently followed roadmap for how the argument will be assembled, a logical structure in presenting theories, arguments, evidence, and analysis, and a concluding summary describing what the paper has argued
- Have a clear research question
- Have a clear and plausible thesis stated in the introduction
- Present well-chosen evidence in support of the argument related to specific cases
- Explain why the evidence presented supports the thesis
- Consider alternative perspectives to your own preferred argument, considering counterarguments to your own position
- Make the case for why it’s an issue worthy of study
- Be well written, with few if any grammatical errors
- Written in a standard 12pt font, double space, with page numbers
- Include at least three reputable sources to support your argument including one academic source
- Have thorough documentation of all citations (see syllabus for additional guidelines)
Where to look for your additional academic sources, or for help:
- UBC Library catalogue (for books) and journal databases. See in particular the list of Political Science databases: https://guides.library.ubc.ca/politicalscience
- Books by university presses are notable sources peer-reviewed works on political topics.
- Google Scholar is a good general source for books and journal articles, with some helpful tools. Note however that, as a global index, it may include works that are not central the study of politics, or may be less reliable than those found in the UBC library.
- You can find further tutorials and guides on the research and paper-writing process here https://writing.library.ubc.ca
Grading rubric:
The critical essay will be graded on the following criteria. Note that the various components may not be weighted equally! An essay lacking a thesis, no matter how well-written otherwise, may not do as well as a paper with a clear and well stated thesis that has a few issues regarding structure and/or presentation.
| Criteria | Excellent | Good | Satisfactory | Emerging |
| Introduction: topic, question, and thesis | Clear and engaging introduction of the essay topic (and why it matters), well-chosen and stated motivating question, and an insightful thesis that clearly states both what the paper will argue, and why. | Paper achieves most of the requirements of “excellent”, save with some minor issues in the choice and articulation of topic, question, and/or thesis. For instance, thesis may be present but not fully stated, or not fully developed in the ensuing paper. | Similar to “good”, albeit with either more or more significant issues with the articulation of topic, question, and thesis. | Significant problems with the choice or description of the topic, question, and thesis. Major problems may include (but are not limited to) lack of a thesis, or lack of connection between stated thesis and the rest of the document. |
| Organization: essay structure and roadmap | Essay has a clear and logical structure, which is explicitly communicated to reader at the outset of the paper and followed throughout. Each section of the paper makes sense in its own context, and clear links drawn between each major point and how it relates to the larger thesis. Effective use of headers, topic sentences, transitions, and paragraphs throughout. Each paragraph focuses on one main idea developed over several sentences. | Essay has a structure, but there are some issues in the way it is communicated to the reader, or in the way it is developed through the essay. Generally clear how different sections and paragraphs relate to the larger thesis. Some lack of logic in the division of paper into sections and paragraphs. Mostly but not entirely one main idea per paragraph. | Similar to good, with more or more significant issues in the structure of the paper and the way it is communicated to the reader | One or more significant issues in the organization of the paper. Paper may lack a clear structure, or fail to generally adhere to the structure laid out in the introduction. The paper may have significant gaps in organization, lacking key components, or with significant lack of clarity in how the various parts of the paper relate to the larger thesis (explicit or implied). |
| Argument development: evidence and analysis | Essay supports the argument using relevant, specific, systematic evidence and examples. This evidence is well documented, with sources properly cited. Essay interprets evidence effectively, placing points raised within appropriate historical and theoretical context. Each assertion made is appropriately supported with evidence. Essay effectively incorporates consideration of alternative interpretations of both major arguments and particular evidence claims. Links between theory and evidence are thoughtfully and thoroughly explored. | Evidence provides support for assertions throughout the paper, but at times they may be insufficient, mis-chosen, or unclearly documented. Evidence is generally placed in context, with some limited issues in the interpretation or application of the information presented in support of arguments. Essay considers some alternative arguments, though may not focus on the most significant. Links between theory and evidence are explored with some limitations. | As with “good”, evidence provided, but with consistent issue in presentation or interpretation throughout. Essay may only superficially engage with alternative arguments. Links between theory and evidence are only partly developed. | Does not clearly or consistently provide evidence in support of the arguments advanced, or the evidence chosen is problematic in some way. Analysis oi evidence is either missing or deeply flawed, fundamentally mispresenting or misunderstanding the implications of the empirical record. Links between theory and evidence are either underexplored or mischaracterized in some significant way |
| Presentation and writing mechanics | Essay demonstrates excellent use of written language. Essay tone is well chosen and consistently maintained throughout. Sentence structure is correct, appropriately complex, and varied. Meanings of passages are universally clear, and the writing is almost free of mechanical errors of spelling, punctuation, and grammar. | Generally effective writing. The essay tone is appropriately, and generally effectively maintained. Some variation of language gives evidence of some attention to the craft of writing. Wording is generally clear, though at times vague, awkward, or imprecise. The paper makes a limited number of errors that do not impede the understanding of the paper. | Writing is generally understandable, but with consistent issues throughout. Wording may be at times awkward, unclear, or imprecise such that the meaning is at times unclear to the reader. Errors at times may impair reader comprehension. | Writing is inconsistent in ways that impede the reader’s understanding, giving evidence of a lack of attention to careful writing. Tone may be inappropriate or inconsistent. Meaning at times unclear due to vagueness or unclear phrasing. Significant grammatical issues throughout |
| Letter Grade | % | Definition |
| A+ | 90-100% | Excellent Performance: insightful thesis effectively supported by well-chosen arguments and evidence. Paper demonstrates a nuanced understanding of the materials and issues in question, with few or no errors throughout. |
| A | 85-89% | |
| A- | 80-84% | |
| B+ | 76-79% | Good Performance: clear thesis supported by satisfactory evidence and arguments. Demonstrates a good understanding of materials and issues in question, with a few mistakes that generally do not impair the reader’s understanding. |
| B | 72-75% | |
| B- | 68-71% | |
| C+ | 64-67% | Satisfactory Performance: A thesis supported by evidence and arguments. Paper demonstrates some understanding of materials and issues in question. A number of mistakes found throughout the text, but the overall meaing is still clear. |
| C | 60-63% | |
| C- | 55-59% | Marginal Performance: Paper is deficient in one or more areas, failing to effective present and support a thesis. Numerous mistakes throughout, impairing the reader’s ability to understand the argument. |
| D | 50-54% | |
| F | <50% | Fail. Unsatisfactory Performance. Student has not completed the assignment. |