Assignment:
1: Thorough critical analysis, discussion, and writing; students demonstrate the ability to read carefully and express ideas effectively.
Well structured argument
Convincing argument
Introduction: Who, What, When, Where, Why care?
Precise description of what is being proposed
Adequate description of status quo and alternatives
Conclusion/Walk-off: How to move forward?
2: Students further devp basic skills in expository writing and oral expression.
Lack of spelling and grammar errors
Sentence structure: length, run-ons, etc.
Paragraph usage: appropriate length
Paragraph usage: common theme within paragraph
Well written/good flow
Proper credit provided for use of statistics and ideas of others
3: Students access and use information critically and analytically.
Well explained economic intuition
Show, don't tell: use examples and statistics to support claims
Translating statistics into grounded numbers
Presentation of evidence: use of examples and expert statements, not people; non-polarizing; educating
Evidence supports argument
1: Students understand the theories and methods of social scientific inquiry as they apply to the study of organizations and polities.
Uses of sound theory (economic, political science, etc.)
Is it a public policy issues?
Reference to current or proposed policy or policies
Relevant to current debate
Theory is supportive of primary claim(s) of the essay
2: Students understand the formation and durability of political, economic, and social organizing principles and their differences and similarities across contexts.
Proper summary and application of theories discussed
Presentation of opposing theories and ideas alongside those supporting the claims of the essay
3: Students comprehend and assess the nature and values of organizations and polities and their importance in social problem solving and policymaking.
Use of positive analysis to support normative conclusions
Source of the systemic problem
Consideration of multiple solutions